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FIRST ANNUAL REPORT ON VOCATIONAL 
EDUCATION IN INDIANA.* 



Prepared for State Board op Education 

BY 

W. F. BOOK. 



I. INTRODUCTION. 

This report, in order to comply with the requirements of the 
Vocational Education Law, must include (1) an account of the 
work of the state-aided vocational departments and schools. (2) 
A statement of the progress made with the instruction in Ele- 
mentary Agriculture, Domestic Science, and Industrial Arts sub- 
jects, which the law requires shall be taught as a part of the regu- 
lar course of instruction in the public schools of the State. (3) 
An account of the trade extension work of the County Agents of 
Agriculture. (4) The Boys' and Girls' Club and the school and 
home gardening work, which is intimately connected with the 
instruction in agriculture given in the regular schools. Each of 
\ these lines of work therefore, will be briefly treated in their order 
"pelow : 

II. INDIANA STATE-AIDED VOCATIONAL SCHOOLS. 

1 1. The Spirit and Purpose of the New Vocational Law. 

I Vocational education, as provided for by the Indiana law, and as 

( is being developed by the State Board of Education, aims to give 

the young people of the State a kind of instruction and train- 

\ which will fit them specifically for productive work in the shop, 

he home or on the farm. The purpose of the state-aided 

tional departments and schools now being established is to 

ide vocational instruction for the more than 80 per cent, of 

g people in the State -w^ho from choice or necessity must find 

life occupations in these fields of work. 

1) Meaning of Vocational Education. Vocational education, 
•ovided for by the Indiana law, is that form of education the 
oiling purpose of which is to fit for profitable and efficient 
«e in agriculture, the trades and industries, and occupations 



^sented to State Board of Education December 1, 1914. 

(169) 



, .X4-/13 

170 DliPAiri'MENT OF 1*U15LU: INSTKUCTION . 

connected with the household, which is given to individuals 
who have already indicated an occupational aim in life — an aim 
which this particular form of training is designed to assist tiiem to 
attain. 

Under the present law state aid may be given to three types 
of vocational education : (1) Agricultural education, (2) "Domes- 
tic Science" education, (3) Industrial education. 

"Agricultural education" means that form of vocational edu- 
cation which fits for occupations connected with the tillage of the 
soil, the care of domestic animals, forestry, and other wage-earning 
and productive work on the farm. 

"Domestic Science education" means that form of vocational 
education which fits for the business of home-making. 

"Industrial education" means that form of vocational educa- 
tion which fits for the trades, crafts, and manufacturing pursuits, 
including the occupations for girls and women carried on in work- 
shops. 

It is important to bear in mind that providing these forms of 
vocational education while re(|uiring a new and distinct type of 
instruction does not involve a radical change or departure from 
our past educational ideals and practices, but represent an attempt 
to make our present system of public schools more democratic an<J/ 
more truly serviceable to all young people of the State. 

The State has, for many years, provided vocational instructidj 
for the young men and women who desire to prepare for the prr/ 
fessions of Medicine, Engineering, Teaching and Law. This hij 
been done in our State Law and Medical Schools at Indiana Uii' 
versity, the Indiana Normal School, at Terre Haute, and tl 
Engineering School at Purdue University; the new law ma' 
it possible so to enlarge and extend our state system of pu 
schools that the vocational needs of those who work in the ? 
or on the farm, or in the home may also be met. It provide; 
the organization of vocational departments and schools, whici 
give as definite and efficient a vocational training for those 
desire to fit themselves for profitable work in the skilled ti 
or for productive work on the farm, or for the business of 1 
making, as we have already provided for the few young mei 
women in the State who desire to fit themselves for the pursr 
medicine, teaching, engineering or law. 

Our chief problem is to organize and conduct this voca 
work so that it will be pronounced genuine and real by the 

LIBRARY OF CONGRESS 

I D. Of Dr' 
MAY 3 19 5 



iN 



r% rK^ r\ 



,XM A3 



Report on Vocational EduCxVtion. 171 



workers in these several fields without interfering with the present 
function or work of our public schools. 

Great caution must be exercised not to confuse the purpose 
and methods of vocational instruction with those of general edu- 
cation. To assume that vocational education can be given along 
with general education in the regular schools would materially 
handicap or weaken the work now being done in our public schools 
and would hamper, if not defeat, the real purpose of the Voca- 
tional Education Law. It was a wise provision which made the 
new vocational departments and schools come as a distinct exten- 
sion or enlargement of our present system of public schools, not 
as a substitute for or a modification of any part of the present 
course. And it must not be forgotten that the preparation for 
efficient and profitable employment in the shop, in the home or 
on the farm requires instruction and training which is as specific 
and distinct in its purpose and methods from the so-called general 
or cultural education as the instruction now given in our state law 
and medical schools differs in method and aim from the work 
pursued in a general college course. 

2. Types of Vocational Schools to be Established. 

Three types of vocational schools have been provided for by 
the Indiana law : ( 1 ) The all-day school, designed to meet the 
vocational needs of young people over fourteen years of age, who 
have decided what occupation or trade they wish to enter. In 
this school full time is devoted to instruction and training designed 
to fit specifically, and on a high plane, for the occupations or 
trades taught in the school. (2) Part-time schools, designed to 
help young workers between the ages of seventeen and twenty-five 
years to become more proficient in the skilled occupations they 
have entered. In a part-time school vocational instruction is given 
to young persons for a part of the day, week, or month, who are 
engaged in profitable employment during the rest of the time. (3) 
Evening vocational schools, designed to help workers over seven- 
teen years of age to become more proficient in the skilled occupa- 
tions in which they are engaged. The evening and part-time voca- 
tional schools provide vocational instruction for all groups of 
workers desiring to make themselves more proficient in their chosen 
occupation or trade. 

Any or all of these schools may be organized for the different 
trades or types of industrial workers and for those engaged in or 



172 



Depaetment of Public Instruction. 



desiring to prepare for the business of farming or home-making. 
A city or community may establish one, two, or all three types of 
school, as its vocational needs and resources may direct. 

3. Progress Made with Vocational Instruction in the State. 

The following tables show the kinds of vocational departments 
and schools that have been organized with the cooperation and 
advice of the State Department since September 1, 1914. They 
also show the number of vocational teachers employed, the courses 
offered or occupations for which these schools attempt to prepare, 
the number of pupils enrolled, etc. 

All of these schools expect to be approved for state-aid at the 
close of the present school year and to be reimbursed by the State 
for two-thirds the salary of teachers of vocational subjects. 



TableII. 

Classification of State-aided Vocatioral Schools Established Since September 

1, 1914. 





Types of Schools. 


Courses Offered. 


Cities. 


1 . 

< 


c 


II 


Trade 
Courses. 


Evening 
Trade Exten- 
sion Courses. 


Home-Making 
Courses for Girls. 




o 

m 


5 




B 

0) 

s 

o 


03 O 
— CO 

< 


■II 

¥■ 


bo's 

S o 
^& 








+ 
+ 






+ 








-1- 


2 Brazil 










+ 

-r 
4- 


-l- 






+ 




































+ 
+ 
+ 
+ 
+ 
+ 
+ 












-1- 




















-f 












+ 
+ 








4- 


8 Fort Wayne. 


+ 




-1- 






+ 




-t- 




-1- 












+ 
-t- 








-1- 


11. Indianapolis 


+ 


-1- 


+ 


+ 








-)- 








+ 


13 Posey ville 




+ 












+ 








+ 






+ 
-t- 






+ 


15. South Bend. 


^- 


+ 


+ 




+ 




+ 


+ 







Report on Vocational Education. 



173 



Table II. 

Vocational Courses Now Given in Day, Part-time and Evening Vocational 

Schools. 





Trade Courses. 


Courses tor Home-makers. 


Cities. 


o 
M . 


II 


2 

H 


s 

o 


(-1 

Cm 




.2 § 

C D. 

% 


e 

'% 
o 
(in 


1 
tt)Q 

O " 

o 


■a 

o . 


M 

'.3 
2 

P 


. 
MS 


til 


>1 

is 


bi 

A 


4J 

•3?,, 

|§ 


>> 


bfc 

•S.2 

•as 

o ca 


1 . Anderson . . . 
2 Brazil 


+ 


+ 


+ 




+ 




+ 










+ 
+ 

+ 

+ 

+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 


+ 
+ 
+ 
+ 

+ 

+ 
+ 
+ 
+ 
+ 

+ 
+ 
+ 

+ 


+ 

+ 


























































































5. Columbia 
City 


































6. Crawfords- 
























+ 
+ 
+ 
+ 

H- 

+ 
+ 










7. Evansville. 

8. Fort Wayne 

9. Greencastle 


+ 


+ 




+ 
+ 


' + ' 


+ 


+ 
+ 














+ 






































+ 














+ 
+ 
















+ 


11. Indianap'lis 


+ 


+ 


+ 


+ 


+ 






+ 




+ 








+ 


+ 


+ 






































+ 




+ 
+ 






+ 
+ 










+ 
+ 










15 South Bend 


+ 








+ 








+ 























Table III. 

Vocational Departments and Schools Organized Since September 1, 1914. 







m 


















Cities. 


c 
1 

1? 

3 O 


"3W 


ii p. 


1 

B 

H 


73 

1 

C 

W 


if 

w-a 

m a. 


G 

-a to 


•51 

"3 






:z; 


S 


pq 


m 





Pm 


PM 


H 


1 




1 
1 
1 

1 


9 
1 
1 


9 
1 

1 
1 


229 


364 

230 

36 

26 


593 
230 
20 


■■■I6" 
26 


593 


9 




230 


■? 


Brookville 


36 


4 


Carlysle 


26 


h 


Columbia City 


1 




2 




120 


120 




120 


fi 


Crawfordsville 


1 




5 




200 


200 




200 


7 




2 
2 


13 
3 


18 
5 


230 
105 


410 

267 


640 
310 


■■"62" 


640 


8 




372 


q 




1 
1 

7 
5 
1 


3' 

16 


3 
5 
5 
18 
1 


"135" 
262 


90 
210 

73 
305 

18 


90 
345 
181 
305 


■■'154" 

■"is" 


90 


in 




345 


11 




335 


1"^ 




305 


13. 


Posey ville 


18 


14 




1 
8 


3 
3 


9 
5 


95 
41 


234 
340 


329 
275 


"ioe" 


329 


11 




381 




Total 






34 


50 


88 


1,197 


2,923 


3,638 


382 


4,020 









Total Enrollment in Vocational Classes 4, 020 

Total Men Enrolled in Vocational Schools 1 , 197 

Total Women Enrolled in Vocational Schools 2, 923 

Total Enrollment in Evenin? Vocational'jSchools 3, 638 

Total Enrollment in Day Vocational Schools 382 



174 DEPARTl^rENT OF PlTBLTf InSTKUOTTON. 

4. Manner op Organizino and Conducting a State-Aided 
Vocational School. 

(1) Powers of State Board of Education. To be reimbursed 
hy the State for vocational instruction, the schools, departments 
or courses of vocational instruction organized, are required by 
law to conform to the rules and regulations made by the State 
Board of Education governing such departments and schools. Spe- 
cial care has been exercised where the state department has been 
consulted, to see that the vocational work organized conforms to the 
principles and regulations adopted by the state board for the 
organization and administration of state-aided vocational schools. 

(2) Preliminary Investigation. The first step taken in organ- 
izing vocational instruction in a given community is to determine, 
by a preliminary survey, (1) the need for vocational instruc- 
tion in that community, and (2) the type of school and course that 
would be best suited to give the needed help. Since the law con- 
templates the formation of a joint partnership between the State 
and local community for the purpose of securing effective voca- 
tional training, it seems the part of wisdom to require this pre- 
liminary investigation to determine the need for vocational instruc- 
tion in that community before committing the two partners to an 
expense which might or might not be justified. 

Such investigations should : 

* (1) Enumerate and list the various industries represented in the 
community. 

(2) Ascertain and classify the occupations or trades represented in 
each particular industry and the amount of skill required for 
each. 

(3) Determine the number of skilled workmen employed in eacii of 
these occupations and the number of unskilled emi)loyees en- 
gaged in these several industries. 

(4) Determine the number of worker.s between fourteen and twenty- 
five years of age actually employed in these industries, (a) In 
skilled, (b) in unskilled occupations. 

(5) Ascertain the opportunities for securing vocational training 
within the industry, or through special s<^hools or systems of 
apprenticeship. 

(fi) The attitude of the employees and the interest of the com- 
munity, the employees and school authorities in vocational train- 
ing, etc. 

A careful survey is being made in cooperation with the state 
department, by Mr. R. J. Leonard, Professor of Industrial Edu- 
cation at Indiana University, in a few representative cities which 



Report on Vocational Education. 175 

it is hoped may be taken as a type by other communities inter- 
ested in working out the problem of vocational education in their 
community. These studies, the first one of which is being made 
in Hammond, will include, in addition to the points mentioned 
above, a careful analysis of each occupation or line of work repre- 
sented in the several industries, with a view of determining the 
kind of vocational instruction or training that is possible and 
that is required to fit for the occupations and trades represented 
in the local industries, or in the occupations for which the com- 
munity seeks to prepare in its vocational schools. 

(3) Essentials of Organization. All the communities listed 
in the above tables as having _made a beginning with vocational 
instruction have cooperated with the department in the organiza- 
tion of their vocational classes and schools, and in each case the 
principle that vocational instruction is not to he mingled or con- 
fused with the work of other departments or courses in the regular 
schools, even though these regular school courses may include some 
elements common to the vocational courses organized, has been 
strictly adhered to. This same principle will be followed in the 
approval of any plan of organization for vocational instruction 
which may be submitted by a local community for state-aid. The 
approval of a vocational school or course in a village does not imply 
that this same organization will be approved if duplicated in a 
city. The final approval or disapproval of the organization and 
work in a vocational school will be based upon (1) whether or 
not the school meets the actual requirements of the law in points 
which allow no variation from its exact wording and intent, and 
(2) whether or not the school work conforms to the rules and regu- 
lations of the State Board of Education, which require that the 
vocational instruction offered have a distinct vocational purpose 
and be efficiently carried on. 

(4) Course of Study. It is impossible to present specific 
courses of study for the various kinds of vocational schools and 
all vocational courses now given in the State. The making of 
the course of study for each vocational school is left to the local 
authorities, who submit their program to the Department of Pub- 
lic Instruction for revision and approval. In each case the course 

• of study is worked out by the director and teachers in cooperation 
with the advisory committee and the state department. 

(5) SJiort Unit Courses. In all part-time and evening classes 
and schools the short unit course or topical plan of ins^'uction is 



176 Department of Public Instruction. 

followed. This means that a definite amount of instruction on 
a specific topic, vital to the occupation, is given in a short period 
of time. These topics or problems, which serve as the subject 
of instruction for one or more lessons, are ascertained by a careful 
analysis of the occupations or trades taught, such analysis reveal- 
ing the particular problems which the workers in that occupation 
are called upon to solve. The instruction is then planned with 
a view of giving help on these particular topics or projects. Such 
a topic may require one, two, or even ten lessons to complete the 
instruction and practice on that subject. After a careful analysis 
of the occupation has been made, these topics can usually be ar- 
ranged in an orderly sequence so that the several units of instruc- 
tion may constitute so many steps' in a course of instruction and 
training calculated to prepare economically and efficiently for the 
particular occupation to be learned in the school. 

The advantage of this short unit plan of instruction for the 
part-time and evening work lies in the fact that the instructor 
may thus select the particular problems or topics upon which the 
class needs help. The plan also makes individual work possible 
in a class where the needs and abilities of the pupils are very 
different. The following examples of short unit courses will illus- 
trate the method and plans as applied to the occupations indicated : 

Short Unit Courses in Home-MxVking.^ 

A student preparing for the occupation of home-making must 
learn to meet successfully all the problems that a home-maker of 
today is called upon to solve. These problems may, for con- 
venience, be classified as follows : 

1. Foods. The efficient home-maker must be able to buy with 
judgment both prepared foods and raw materials; she must be 
able to prepare and sei've them, and to have some knowledge of 
the principles involved in the preparation of menus and the balanc- 
ing of food values. The home-maker in the country must, in 
addition, have a certain knowledge of gardening, poultry raising 
and dairying. In the matter of selection and preparation of foods 
for home use short unit courses on some or all of the following 
topics might be given : 

• In the preparation of these unit courses the analysis and suggestions contained in the Special 
Bulletin on Short Unit courses prepared by W. A. O'Leary and C. A. Prosser, published by the Na- 
tional Society, are used. We are also greatly indebted to Mr. A. A. Dean, of New York, and C. R. 
Allen, of Massasschusetts, whose reports furnished valuable suggestions for some of the constructive 
paragraphs of this report. Our obligations to these and other constructive workers in the field of vo- 
cational education are hereby gratefully acknowledged. 



Report on Vocational Education. 177 

1. Canning and preserving 18 lessons 

2. Picliling 4 lessons 

3. Jelly making 2 lessons 

4. Cooking fish 8 lessons 

5. Soups 4 lessons 

6. Cooking cereals 5 lessons 

7. Cooking vegetables 10 lessons 

8. Cooking meats 12 lessons 

9. Desserts 10 lessons 

10. Balanced meals 4 lessons 

11. Making cakes and cookies 10 lessons 

12. Raised bread, biscuits and rolls 10 lessons 

13. Cooking poultry 4 lessons 

14. Fireless cooker 8 lessons 

15. Meat substitutes 4 lessons 

16. Cooking for infants and invalids 10 lessons 

17. Arrangement of table and serving 4 lessons 

18. Informal entertainments 4 lessons 

19. Breakfasts 8 lessons 

20. Dinner pail lunches 6 lessons 

21. Marketing* 4 lessons 

22. Leftovers 4 lesions 

23. Feeding growing children 5 lessons 

24. Care of dining room 8 lessons 

2. Clothing. The matter of clothing as involved in the ques- 
tion of dressmaking, millinery, mending, ability to buy either ready- 
made garments or to purchase suitable material for making gar- 
ments, the care of garments, etc., constitutes a second group of 
problems which the average home-maker is called upon to solve. 
Here short unit courses may be given on such topics as the fol- 
lowing : 

1. Making and remodeling hats 10 lessons 

2. Washing and ironing, including latest and most economic 

devices suitable for home-makers of community 6 lessons 

3. Care of clothing, removing stains, best method of pro- 

tection fi-om moths, dust, etc C lessons 

4. Home sewing and dressmaking — 

a. Making underwear 10 lessons 

b. Making shirt waists 10 lessons 

c. Making unlined dresses 10 lessons 

d. Making fancy waists 12 lessons 

e. Making skirts 10 lessons 

f. Tailoring 10 lessons 

g. Fine hand sewing 10 lessons 

h. White embroidery 10 lessons 

i. General mending and repairing 10 lessons 

j. Renovating and making over 10 lessors 

k. Fancy neckwear 8 lessons 

2—3339 



178 Department of Pttbltc Instruction . 

5. ("liil(lreii"s clothing — 

ii. Making baby clothes 12 lessons 

b. Making clothes for small cl-ildron 10 lessons 

6. Making table and bed linen 5 lessons 

3. Care of the Home. The home may be regarded in the same 
way as any other collection of articles which together are used for 
a specific purpose. In the case of a factory the building, equip- 
ment, etc., is called a "plant". In this sense the home constitutes 
a most important business "plant", whose care, upkeep and man- 
agement require special and adequate training if the work is to 
be properly done. Such things as a knowledge of all the different 
kinds of cooking devices, sweeping and dusting devices, proper 
conditions of ventilation, principles involved in the ordinary heat- 
ing plants, a simple knowledge of the ordinary plumbing of a 
home in order that first aid could be given in case of an accident 
to the piping, would be illustrations of the sort of instruction and 
training that would help the home-maker solve economically and 
efficiently the problems in this field of her work. The following 
unit courses might be given in this field. 

Best device for cleaning and sweeping "> lessons 

Cleaning and sweeping 5 lessons 

Care of furniture, rugs, glassware, etc 5 lessons 

Bed making and care of bedroom 5 lessons 

Value and purpose of disinfectants 4 lessons 

(Jetting rid of various insect pests, inchiding flioi--. ants, 

mosquitoes, roaches, l)edhugs. etc "> lessons 

4. Household Management. It requires a great deal of skill 
and tact to carry on the administrative work (connected with the 
home. In the average home it usually falls to the lot of the 
home-maker to deal with problems concerning sanitation, 
health, care of the children, care of the sick, etc., in a large 
number of emergency cases which do not fall within the "trained 
nurse" or "send for the doctor" category, and where the services 
of a trained nurse or physician, with the corresponding expense, 
are not absolutely required. Considerable amoimt of training for 
dealing with this group of problems is possible and desirable. Unit 
courses might be given on the following topics: 

1. Planning the day and week's work U) lessons 

2. Efficiency methods applied to business of lumie-makhig. . . Id lessons 
.*!. Keeping household accounts . . .5 lessons 

4. Home nursing and proper care of sick S leSsSons 

5. Home sanitation Id lessons 



Report on Vocational Education. 179 

6. Feeding and care of infants and yonng cliildren — 

a. Cliildren's diseases, symptoms, precautions, pre- 

vention 10 lessons 

b. Home care of sick cliildren 6 lessons 

c. Laundering infants' and children's clothes 6 lessons 

d. Feeding infants. Modified milk, top milk method. 

Sterilizing, care and selection of nipples 5 lessons 

e. Feeding young children. Twelfth to fifteenth month, 

third to sixth year, after sixth year 6 lessons 

5. Home Planning, Furnishing, Decoration, Etc. Over and 
above the four groups of problems mentioned, which deal more 
or less specifically with the successful maintenance of the home, 
stands a group of problems vital for successful home-making, which 
are concerned more specifically with the application of certain 
elements of culture and art to the business of home-making. Some 
ability to deal in a practical way with the application of the 
principles of art as they come up in such questions as the furnish- 
ing of the home, the decoration of the home, landscape gardening, 
home surroundings, home planning, represents, unquestionably, a 
vocational asset to the home-maker, although we may not at this 
time know exactly how practical helps for the solution of this 
group of problems may be successfully given. The following topics 
in this field may be treated in short unit courses : 

1. Home planning. Best plan for a moderate sized country 

or village home 10 lessons 

2. Home surroundings. Best arrangesnent for house, garden. 

poultry yard, barn, etc., for a country home 8 lessons 

3. Home surroundings and landscape gardening in the city. . 12 lessons 

4. House plants 6 lessons 

5. Home decorations 20 lessons 

6. Home furnishings 20 lessons 

In every case the instruction must be real and helpful to the 
class of people taking the work. The instruction must help the 
students solve the particular problems with which they are con- 
fronted in their homes. All methods and courses which seek to 
impart to the class a fixed body of systematic knowledge on any 
of these topics should be studiously avoided. As an academic 
subject — "Domestic Science" — the science and art of home-making, 
is lifeless and scarcely worth the time it takes to acquire the 
knowledge. If the theoretical instruction and science are applied 
to the solution of actual problems which the home-maker is called 
upon to solve, the instruction becomes vital and efficient results 
will be obtained. The greatest care should be expended to make 



180 Department of Public Instruction. 

the instriictioii truly vocational and helpful to the persons taking 
the course. 

If the method of dividing- the work into short unit courses is 
used, each student in the class can be helped along the line of her 
greatest need and those things can be omitted which the student 
already knows or which do not contribute directly to greater 
efficiency in the home. The unit course is especially recommended 
for evening and part-time classes. 

Short Unit Courses in Various Occupations and Trades. 

The following courses for a few occupations and trades are 
intended merely to be suggestive, not exhaustive or complete. The 
advisory board, director and teacher should consult, for every 
occupation or trade to be taught, several expert workmen iii each 
occupation or trade taken up and ascertain from them the special 
problems or lines of work that a skilled workman in that field is 
called upon to do — the particular problems he will be called upon 
to solve when he gets "on the job." Each of these topics or prob- 
lems would constitute a step or unit in a course of training or 
preparation for that occupation. Such a unit course might involve 
one, two, or twenty lessons. 

For example : a plumber must learn to read blueprints quickly 
and accurately. This would take several lessons. He must also 
learn to make certain kinds of drawings of his own, like "bathroom 
layouts", making drawings for plumbing fixtures in cellars, etc., 
joint wiping — so to the end of the problems or lines of work that 
constitute the technical knowledge and skill of a plumber. A 
machinist would have to learn to read drawings and do a certain 
amount of sketching, learn to efficiently and (juickly solve all the 
problems that a modern machinist meets in the shop. 

The courses outlined in the following lists are intended to be 
merely suggestive. They are given to indicate the direction- in 
which the analysis of the various trades can be worked out by the 
directors and teachers in their interviews with skilled tradesmen. 
They are not intended to provide a school ivith ready-made courses 
in these subjects. 

All schools intending to offer short unit courses in the trades 
liere analyzed should make a careful study of the conditions under 
which the trades taken up are practiced in their respective com- 
munities and consult local tradesmen of recognized standing, in 



Eeport on Vocational Education. 181 

order to determine what modifications and extensions, if any, must 
be made in order to meet the needs of the local workmen attending 
the school. 

Number of Lessons. 

The number of lessons on a given problem or topic depends 
upon the needs of the pupil. It will vary with the aptitude of 
the pupil, the facilities in the school and teaching efficiency. The 
number of lessons indicated below merely show what experienced 
instructors on the whole believe to be a desirable minimum under 
normal conditions. Each lesson is assumed to be two hours long. 

I, Sheet Metal Work. 
Courses for foremen, journeymen, apprentices in — 

A. Sheet Metal Pattern Drafting. 

1. Cornice work 10 lessons 

2. Skylights— 

a. Heating and ventilating 10 lessons 

b. Heating and ventilating 10 lessons 

c. Heating and ventilating 10 lessons 

3. Automobile parts 7 lessons , 

B. Shop Work. 
1. Pattern making 12 lessons 

G. Drawing and Mathematics. 

1. Blue print reading 12 lessons 

2. Shop mathematics .12 lessons 

II. Machinist Trade. 
Courses for foremen, journeymen, apprentices in — 

A. Shop Practice. 

1. Making fits 10 lessons 

2. Babbitting 8 lessons 

3. Screw cutting 6 lessons 

4. Lapping and scraping 4 lessons 

5. Tool grinding 4 lessons 

6. Universal grinding 4 lessons 

7. Case hardening, tempering -. 4 lessons 

8. Soldering 6 lessons 

9. Brazing 6 lessons 

10. Indexing 6 lessons 

11. Boring mill 6 lessons 

12. Laying out cams 12 lessons 

13. Scraping 4 lessons 



182 Department oe Pujjlkj Instkligtjon. 

14. I'liuier 20 lessons 

15. Shaper 12 lessons 

IG. Jigs and fixtures 20 lessons 

17. (Jages 10 lessons 

is. External grinding 12 lessons 

1!). Spur gearing 10 lessons 

20. Bevel gearing 20 lessons 

21. Screw cutting lathe 12 lessons 

22. Screw cutting, milling machine 12 lessons 

23. Automobile repairing 20 lessons 

24. Bench lathe work 10 lessons 

25. Forging 10 lessons 

26. Drill press 15 lessons 

27. Key fitting 5 lessons 

B. Machine Shop Mtithciiuitics. 

1. Use of mathematical tables 4 lessons 

2. Fractions 10 lessons 

3. Ratio and proportion 5 lessons 

4. Square root : 6 lessons 

5. Meusuration 5 lessons 

(j. Fguring weights 5 lessons 

7. Cutting threads 6 lessons 

S. Simple and compound gearing lessons 

9. Pulleys, speeds and belting : lessons 

10. Regular indexing 6 lessons 

11. Differential indexing lessons 

12. Compound indexing 6 lessons 

13. Logarithms 10 lessons 

14. Shop trigonometry 6 lessons 

15. Laying out geometrical figures 6 lessons 

16. Spur gearing 6 lessons 

17. Bevel gearing 6 lessons 

18. Worm gearing 6 lessons 

19. Spiral gearing 6 lessons 

20. Feeds and twists of twist drills 5 lessons 

21. Calculation of size and drills 6 lessons 

22. Formulas 10 lessons 

23. Applications of right triangle 6 lessons 

III. Carpenters. 
Courses for foremen, journeymen, apprentices in — 

.4. Stair Building. 

1. Back stairs 10 lessons 

2. Platform stairs 18 lessons 

3. Circular stairs 15 lessons 

4. Developing rails for circular stairs 12 lessons 



Report on Vocational Education. 183 

B. Inside Finish. 

1. Wainscoting 16 lessons 

2. Hanging doors 10 lessons 

3. Constructing mantels 20 lessons 

4. Constructing china closets 20 lessons 

C. Eoof Framing. 

1. Figuring rafters 10 lessons 

2. Use of framing square 10 lessons 

3. Construction of roofs 20 lessons 

D. Draioing and Mathem-atics. 

1. Blue print reading 12 lessons 

2. Architectural drawing 24 lessons 

3. Perspective drawing 6 lessons 

4. Shop mathematics . .„ 24 lessons 

E. House Framing. 
1. Framing walls and floors 20 lessons 

IV. Electricians. 
Courses for telephone men in — 

A. House Insfallation. 
Wiring : 

1. Wiring rules and methods 5 lessons 

2. Building construction , S lessons 

3. Making joints 4 lessons 

Instruments : 

4. Construction and use of instruments 4 lessons 

Circuits : 

5. Drawing circuits 6 lessons 

6. Blue prints 10 lessons 

B. Branch Exchange Installation. 

1. Hotel installation : 10 lessons 

2. Apartment house installation 10 lessons 

C. Central Office Installation. Magneto Installation. 

1. One-position boards 4 lessons 

2. Multiple switchboards 6 lessons 

3. Central office protection 4 lessons 

4. Maintenance of gravity batteries 4 lessons 

IK Central Office Installation, Common Batteries. 

1. Distributing frames 4 lessons 

2. Relay racks 4 lessons 

3. Switchboard cabling 8 lessons 

4. Forming 4 lessons 



184 Department of Public Instruction. 

5. Testing 4 lessons 

(>. Layout of boards 6 lessons 

7. Test boards 4 lessons 

8. Location of trouble in circuit 10 lessons 

9. Reading blue prints 12 lessons 

10. Locating switchboard trouble 6 lessons 

E. Central Enevgij Installation. 

1. Care and use of macliiues 4 les.sons 

2. Types of telephones 4 lessons 

3. Ringing circuits 6 lessons 

4. Central energy switchboard 8 lessons 

5. Trmiking system 8 lessons 

F. IntercommumCfitorji System. 

1. Installing • 10 lessons 

6. Kinds of Instruction Required in- a Vocational ScJiool. In 
the all-day and. in general, in the part-time and evening school 
there are three types of instruction given. (1) The shop, farm 
or home practice work. This must be kept related to, and in 
accord with, modem industrial practices. The teacher of this work 
must, in every case, be skilled in the vocation he teaches, and 
engage in that occupation often enough and for periods of suffi- 
cient length, to keep in touch with the industry or work. (2) The 
technical instruction related to the shop, home or farm experience 
of the pupils, as shop mathematics, shop drawing, applied science, 
etc. The teachers of these subjects must have an intimate knowl- 
edge of their subject, gained through actual experience with the 
vocation to which those technical subjects are related. (3) Instruc- 
tion in citizenship and related academic subjects, such as practical 
civics, English, drawing, industrial history and the like. 

7. Character of the Related. Book Worl-. The following sug- 
gestions in regard to the related academic work in a vocational 
school have been made by the department to directors and teachers 
of vocational schools: 

(a) The Exglish work in an evening vocational school or class should be 
of sucli a character as to aid the student in his daily work. Tech- 
nical English should be avoided. The aim should be to train the 
worker to explain clearly the mechanical processes and operations 
whicli he performs in his daily work. The subject-matter of tlie 
English lesson should be taken from trade magazines, and from the 
daily experiences of the students in the shop, or from pamphlets de- 
scribing safety devices and health conditions in tlie particular in- 
dustry in which the individuals are employed. The teacher should 



Report on Vocational Education. 185 

do as little talking as possible himself, and encourage the pupils to 
enter into discussions, thereby training them to express their thoughts. 
A part of each lesson should be devoted to a discussion, bj' the class, 
of some topic or problem related to their daily employment. 

(b) The drawing taught in evening vocational classes should help the 
student to make, in short order, a free hand working sketch or dia- 
gram of the shop project upon which he is working. The purpose 
of the drawing work in the evening class is not to develop a technical 
draftsman, unless it is a course for professional draftsman, but 
it should give the worker a working knowledge of the fundamental 
principles of drawing so that they may be applied without the use 
of an elaborate equipment. The course should train the pupil to 
make a drawing as it is made in the shop, with the aid of a pencil, 
a foot rule and a piece of paper. Equally important to the making 
of such sketclies is the ability to read blue prints. Various kinds of 
blue prints used in the particular trade taught, should be secured and 
the class given practice and help in interpreting them. In every case 
the drawing and blue print work should be adapted to the needs of 
the students and related to the particular trade taught. 

(c) Til the mathematics and work in other related technical and science 
subjects, the occupation taught should be carefully analyzed to de- 
termine the kind and amount of instruction in these subjects that is 
needed by the workers to prepare them for the occupation or trade 
taught, and a kind of help given that will be directly serviceable to 
the worker, fitting him on a high plane for efficient service in that 
particular field of work. 

The whole problem of preparing courses of study for vocational 
instruction is new and still in the experimental stage. Some of 
the more important occupations are at present being analyzed and 
the problem of developing courses of study in preparation for 
these skilled occupations is being studied in Indiana and other 
States. It is the intention to profit to the fullest possible extent 
by the experiments made by vocational teachers in other countries 
and States, who have worked for a number of years at the problem 
of developing efficient courses for vocational training. 

8. • Uniform Requirements. The following general require- 
ments in regard to the instruction in state-aided vocational schools 
will be insisted upon: 

1. That pupils be trained, as far as possible, for the leading skilled oc- 
cupations of the community. 

2. That pupils taking the vocational courses be fitted specifically, each, 
for his intended occupation. 

3. That the vocational schools teach mathematics, drawing, science and 
other subjects related to the occupation or trade being learned, in a 
way that will be of practical use to pupils planning to take up these 
occupations, and that this technical instruction be closely correlated 
with their shop or practice work. 

3—3339 



186 Department of Public Instruction. 

4. That the shop and laboratory work done in the school be as nearly 
like that in the be«t modern industrial establishments and shops as 
it can possibly be made. 

5. That the equipment be suitable and sufficient for the work undertaken. 

6. That in the day schools, and so far as possible in the part- 
time schools, such instruction in English, history, civics, etc., be given 
as will tend to make the pupils "self-tielpful, intelligent and worthy 
citizens of the state." 

7. That the several topics or short unit courses in a given subject be so 
airangetl that each topic makes a distinct contribution to the voca- 
tional efficiency of the class. 

9. Qtialifications of Teachers. In the organization of voca- 
tional schools we have gone on the theory that the teacher is the 
most important factor in the school. The desirable and necessary 
qualifications of the different types of teachers in state-aided voca- 
tional schools, recommended by the State Board of Education, 
have been insisted upon as a standard requirement in the organ- 
ization of the vocational instruction (see Special Bulletin, Voca- 
tional Series, No. 4, pp. 39-40). In cases where it proved impos- 
sible to get a teacher from the trades and industries who was also 
a skilled teacher, a practical man and a trained teacher who knew 
the scientific and theoretical sides of the occupation has been 
secured to assist the regular teacher. It has been found that to- 
gether they can carry on the instruction in a satisfactory way. 
The shop or laboratory courses are always in charge of a practical 
man and the technical and related science courses are given either 
by the shop teacher, or by teachers who have had shop experience 
and who know shop problems. The teacher of related academic 
subjects must, in every case, srive proof that he has the vocational 
point of view and that he is interested in and in sympathy with 
the vocational work. 

10. Licensing of Teachers for Vocational Schools. In the mat- 
ter of licensing teachers for state-aided vocational schools, the 
Department of Public Instruction and State Board of Education 
faced a situation which had not been directly provided for by the 
law. The Indiana state law requires that all teachers in the pub- 
lic schools must hold a valid license to teach. Ample provisions 
have been made for licensing teachers of the common and high 
school branches and all special branches to be taught in the regular 
schools. The licensing of teachers for the special work to be done 
in state-aided vocational departments and schools is not specifically 
provided for. It is clear that these schools come as a new and 
distinct extension or enlargement of our present system of public 



Report on Vocational Education. 187 

schools, and that the purpose and methods of these schools are 
entirely different, hence the qualifications, experience and skill 
of the teachers should differ from the qualifications possessed by the 
teachers of the academic subjects in our regular schools. It has also 
been found that similar emergencies were repeatedly met in the 
course of the educational development of the State, and that the 
power and authority of the state board to deal with this situation 
was clearly authorized and provided for by existing laws. The fol- 
lowing recommendation and ruling in regard to the licens- 
ing of teachers for state-aided vocational departments and schools 
was, therefore, approved by the State Board of Education, Sep- 
tember 25, 1914 : 

"Since the purpose and work of state-aided vocational departments 
and schools, as defined by the law, differs widely from those of the regular 
public schools, an examination in the regular or special school subjects 
enumerated in our present school law will not test a teachers fitness to 
teach in a vocational school. The teacher in a vocational school should, 
therefore, not be required to take an examination given to test the effi- 
ciency of teachers of the academic subjects in the regular schools, neither 
should his proficiency to teach in a vocational school be left to conjecture. 
Such teacher or teachers should be examined by the State Board of Edu- 
cation in such manner as will test their efilciency for teaching the voca- 
tional subject or subjects they expect to teach. 

Believing that such action is entirely within the province of the de- 
partment and State Board of Education, and realizing that it is in keeping 
with past practices in dealing with such emergencies and that this power is 
clearly implied and delegated to the State Board of Education by existing 
laws, the following ruling and method of dealing with this situation is 
made the basis of our action in this matter of licensing teachers for voca- 
tional schools until such time as the Legislature may see fit to provide 
definite legislation on this point." 

Ruling on the Licensing of Teachers for Vocational Schools. 

"That the State Board of Education, through the state super- 
intendent and its special agents, shall, upon the request of the school 
board of any township, town or city examine each candidate for 
the position of teacher in the vocational department or school of 
such township, town or city, in such manner as will satisfy it 
that the candidate is qualified for such work and issue to said 
candidate a special license to teach the vocational subject or sub- 
jects covered by the examination, as a regular study in the voca- 
tional department or school of said township, town or city, and 
that the school board or trustee of said township, town or city may 
remunerate the person holding such license for performing the 



188 Department of Public Instruction. 

specific services thereby authorized out of the special vocational 
or common school revenue for tuition provided for the purpose 

by law. ' ' 

• 

5. Co-operation Between the State, the Employer and the 

Employee. 

The three agents most interested in the promption of efficient 
vocational training are the State, the employer and the employee. 
Experience has shown that efficient results in vocational training 
are secured in direct proportion as each of these parties contributes 
its share to the solution of the problem. Hearty cooperation has 
been secured from representatives of employees and employers in 
every case where the vocational instruction has been taken up. 
The state department hopes, during the coming year, to promote 
and increase the cooperative relations of these parties in the work 
of securing effective vocational training. The whole problem 
should be presented to and discussed by representatives of labor 
and representatives of employers in state conferences, so that their 
interest and cooperation may be secured. The problem of pro- 
viding efficient vocational instruction in the State can not be 
solved without the help of both these parties. No school authorities 
or city should take up the problem in their community without 
cooperating from the first with these other parties so vitally in- 
terested in the vocational work. 

6. Co-operation op State Institutions. 

One of the most gratifying and important developments that 
has taken place during the year is the cooperation and help given 
by the educational institutions of the State. Every institution 
in the State has cooperated in a most helpful way, striving to 
make such contributions to the work as it was possible for it to 
make. At the present time the several educational institutions 
of the State are working together as members of one large educa- 
tional family, each seeking to contribute its share to the solution 
of the new educational problems now confronting the State, and 
helping other institutions to do the work that can not be done by 
themselves. In the work of preparing teachers to teach the prac- 
tical arts subjects in the regular schools, each institution is en- 
deavoring to make its own contribution, limiting its efforts to the 
giving of such courses as it can properly give. 



Report on Vocational Education. 189 

The assistance rendered and the interest shown in the voca- 
tional work by the state institutions is particularly gratifying and 
significant. Each state institution— Indiana University, Purdue 
University and the State Normal School — has contributed the serv- 
ices of a woman trained in domestic science to help teachers and 
county superintendents with the instruction in domestic science 
in the regular schools. 

The purpose of their work is (1) to get better acquainted with 
the conditions and needs of Indiana homes and schools, so that 
the teachers' training work in domestic science in these institu- 
tions may, if possible, be made more helpful and efficient. (2) To 
assist the state department in giving the county superintendents 
and teachers of the State the help they need to properly carry on 
this work. (3) To do practical extension work in home-making 
which would awaken greater interest in the work and give the 
home-makers of the State some of the help they need to solve 
economically and efficiently the problems which they are called 
upon to solve. 

The entire State has been districted so that these assistants 
may visit county, township and city schools and hold conferences 
with individual teachers and county superintendents. They at- 
tend from one to four township institutes each Saturday to give 
concrete suggestions and helps to teachers. They explain what 
the State is attempting to do, and discuss with the teachers the 
difficulties they are meeting in introducing the domestic science 
work. They suggest valuable books and practical helps for teach- 
ers, collected from every source. They assist in the district con- 
ferences held to discuss district problems and plans for develop- 
ing and improving the instruction in home-making subjects in the 
regular schools. They meet in monthly conferences at the state 
department and make detailed reports on the work done and the 
difficulties which superintendents and teachers are meeting. 

Each state institution, under the direction and leadership of 
these state supervisors is also trying out an experiment in a vil- 
lage or rural school to determine, if possible, how the problem 
of giving hepful instruction in domestic science can best be solved 
in these schools. Every valuable experiment and successful device 
for working out the problem in different types of schools is care- 
fully collected and passed on to other teachers, as well as utilized 
in the teachers' training work at these institutions. To keep a record 



190 Department of Public Instruction. 

of the imi)ortant facts collected, monthly statements and bimonthly 
reports fi'om individual schools on the domestic science and agri- 
cultural work are sent in by the teachers, for the guidance of the 
state department. 

Purdue University, through its Agricultural Extension Depart- 
ment, is providing the services of three men to assist the state de- 
partment, in a similar way, in its attempts to help the teachers of 
the State with the instruction in elementary agriculture given in 
the regular schools, and much genuine help for this work is given 
liy the county agents of agriculture. 

Indiana University has cooperated with the state department 
by providing for the current year the services of Mr. R. J. Leonard, 
Director of the Department of Industrial Education, w^ho is making 
a study of the industries and occupations of Indiana, and assist- 
ing local communities in making industrial surveys designed to 
help them in planning for vocational instruction in these com- 
munities. It is the intention also to analyze some of the more 
ijnportant occupations in Indiana for the purpose of determining 
the kind of vocational instruction that is possible and needed to 
ecvmomically and efficiently fit for the leading vocations in the 
State. Other problems which, with the cooperation of the state 
institutions, we hope soon to take up, are a study of the leading 
industries of the State for purposes of vocational guidance and 
a careful study of some of the problems presented by the industrial 
arts instruction reiiuired to be given in the regular schools. 

All such services and help, however, should be distinctly of 
the cooperative type. To delegate authority and control to any 
institution in the State for a particular phase or part of the edu- 
cational work, would be to proceed on a false principle, which 
would sooner or later lead to a conflict of aims and interest and 
defeat the purpose of our law. The work, in every case, should 
he controlled and regulated by the State Board of Education and 
the special agents of the State. Each state institution should 
cooperate with this body, rendering such assistance in any or all 
departments of the work as its ability and means will permit. Any 
departure from this principle would sooner or later bring about 
a conflict of purposes and a dissension among the several institu- 
tions of the State, which would destroy the splendid spirit of 
cooperation and harmony which at present exists. 



Report on Vocational Education. 191 

7. Work to be Accomplished and Factors Which Should be 

Taken into Consideration in Directing Vocational 

Instruction in the State. 

(1) Leading Industries and Occupations of the State} Ac- 
cording to the United States census reports there were in Indiana 
in 1910, 344,454 persons, or 33.2% of all the laborers in the State, 
engaged in some form of agricultural work, 38.1% of all the male 
workers and 5.7% of the female wage workers. These workers 
were distributed as follows: 

Farmers and farm laborers 323,800 

Gardeners and greenhouse employees 

Other agricultural pursuits 

Dairying 

Fruit growers and nurserymen 

Stock raisers 

Forestry work and foresters 

Fishermen and oystermen 

Poultry raisers and laborers 

Teamsters and haulers 

Florists 

Landscape gardeners 

Total 335,609 

310,402 persons, or 29.9% of the wage-workers in the State, 
were engaged in manufacturing and mechanical pursuits, 30.8% 
of all the male workers, and 25.1% of all female laborers. These 
were distributed among the following occupations : 

Males Females Total 

Building trades , 80,111 475 80,586 

Metal industries (exclusive of structural iron 

workers ) 74,586 1,354 75,940 

Clothing industry 3,565 24,019 27,584 

Wood industries (exclusive of carpenters) 21.470 1,084 22,554 

Miscellaneous pursuits 18,868 2,699 21,567 

Clay, glass and stone industries 17,860 713 18,573 

OfBcials 14,586 504 15,090 

Engineers 11,223 5 11.228 

Food and confectionery industries 7,717 1,082 8,799 

Printing and publishing 4,084 1,229 5,313 

Leather and rubber industries 4,709 468 5,177 

Textile industries 1,707 3,238 4,945 

' The figures in this section were compiled for the State Department by Mr. R. J. Leonard, Di- 
rector of Industrial Education, Indiana University, and taken from his unpublished study of Indiana 
industries. 



Males 


Females 


Total 


323,800 


8,136 


331,936 


4,941 


ooo 
OOO 


5,274 


1,735 


5 


1,740 


1,334 


117 


1,451 


977 


44 


1,021 


696 


38 


734 


669 




669 


377 


126 


503 


480 


1 


481 


333 




333 


250 


45 


295 


17 




17 


335,609 


8,845 


344,454 



71 


3,411 


1,436 


2,908 


481 


1,992 


34 


1,501 


20 


1,460 


141 


1,284 


34 


490 


39,087 


310,402 



192 Department of Public Insteuotion. 

Males Females Total 

Painters, glaziers and varnishers 3,340 

Cigars and tobacco industries 1,472 

Chemical industries 1,511 

Liquor and beverage pursuits 1,467 

Light, heat and fuel 1,440 

Paper and pulp mills 1,143 

Jewelry, gold and silver workers 456 

Total 271,315 

99,676, or 9.6% of the workers in the State, were engaged in 
commercial or the so-called trade pursuits, 9.9% of all male wage- 
earners, and 8.1% of all the female laborers, distributed as follows: 

Males Females Total 
Clerks, floorwalkers, salesmen and saleswomen.. 26,639 

Retail dealers 1 32,093 

Brokers, insurance agents, real estate agents .... 8,338 
Commercial travelers, demonstrators, sales 

agents and auctioneers 6,854 

Deliverymen 5,469 

Employees, lumber and coal yards 1,972 

Officials, proprietors, etc 1,879 

Newsboys 1,632 

Other pursuits 948 

Undertakers 807 

Inspectors, gangers and samplers 259 

Decorators, drapers, window dressers 153 



10,647 


37,286 


1,237 


33,330 


210 


8,548 


361 


7,215 


1 


5,470 




1,972 


28 


1,907 


19 


1,651 


80 


1,028 


33 


840 


12 


271 


5 


158 



Total 87,043 12,633 99,676 

84,452 or 8.1% of all the wage-workers in the State, were en- 
gaged in domestic and personal service, 3.2% of the male workers 
and 37% of all the female workers, classified as follows: 

Males Females Total 

Servants, cooks, chambermaids 3,314 28,706 32,020 

Laundry and laundry operators 1,227 12,212 13,439 

Proprietors, hotel keepers 6,353 4,895 11,248 

Barbers, hairdressers, and manicurists 6,100 479 6,579 

Housekeepers and stewards 212 5,715 5,927 

Waiters and waitresses 1,522 1,512 3,034 

Janitors and sextons 2,666 286 2.952 

Bartenders 2.533 10 2,543 

Midwives and untrained nurses 343 2,138 2,481 

Other pursuits , 1,767 144 1,911 

Porters (except in stores) 1,744 1 ,744 

Elevator tenders 334 344 

Bootblacks 240 240 



Total 28,855 56,097 84,452 



Report on Vocational Education. 



193 



75,711, or 7.3% of all the wage-workers in the State were en- 
gaged in transportation pursuits, 8.2% of the male workers and 
2.5% of the female workers, distributed according to occupation as 
follows : 

' Males Females Total 

Steam railroads 36,832 107 36,939 

Express 11,203 10 11,213 

Road and street transportation 8,390 5 8,395 

Telegraph 4,229 213 4,442 

Street car service 3,844 7 3,851 

Mail 3,723 53 3,776 

Telephone operators 284 3,445 3,729 

Owners, managers, officials 1.817 43 1,860 

Other transportation , 914 18 932 

Water transportation 574 574 

Total 71.810 3,901 75,711 

48,777, or 4.7% of the workers of the State were engaged in 
professional service, 3.3% of the male workers and 12.8% of the 
female wage-earners, distributed as follows : 

Males Females Total 

Teachers (in school ) 5,792 13,109 18,901 

Physicians and surgeons 5,049 228 5,277 

Musicians, and music teachers 1,220 2,864 4,084 

Clergymen 3,679 51 3,730 

Lawyers, judges and justices 3,594 17 3,611 

Trained nurses 96 1,516 1,612 

Dentists 1,174 36 1,210 

Editors and reporters 841 158 999 

Photographers 807 150 957 

Civil engineers, surveyors 934 984 

Showmen 765 43 808 

Draughtsmen 711 3 714 

Veterinary surgeons , 637 637 

Artists, sculptors and art teachers 288 337 625 

Attendants and helpers 378 227 605 

Actors 320 239 559 

Religious and charity workers 172 225 397 

Other professional pursuits 138 261 399 

Theater owners, managers and officials (semi- 
skilled) 345 16 361 

College presidents and professors 328 33 361 

Chemists, assayers and metallurgists 298 15 313 

Architects 299 5 304 

Abstractors, notaries and justices of peace (semi- 
skilled) 250 34 284 

Keepers of charity and penal institutions (semi- 
skilled) 125 60 185 

4—3339 



194 Department of Public Instruction. 

Males Females Total 
Officials of lodges, societies, etc. (semiskilled)... 188 68 256 

Healers (except physicians and surgeons) 

Otlier occupations 

Designeite 

Fortune tellers, hypnotists, spiritualists 

Authors 

Teachers (athletics, dancing, etc.) 

Inventoi's 

INIining engineers 



57 


90 


147 


112 


' 8 


120 


88 


23 


111 


11 


62 


73 


31 


32 


63 


49 


12 


61 


43 . 




43 


36 . 




36 



Total 28,855 19,922 48,777 

38,570, or 3.7% of the workers in the State were employed in 
clerical and stenographic work, 2.7% of the male workers and 
9.6% of the female wage-workers, distributed among the following 

occupations : 

Males 

Bill clerks 10 146 

Bookkeepers, cashiers and accountants 6,752 

Stenographers and typewriters 1,093 

Shipping clerks 1,577 

Agents 1,542 

Messengers, errand boys and girls 1,206 

Collectors 870 

Canvassers 423 

Bundle and cash boys and girls 62 



Females 


Total 


2.247 


12,.393 


5,345 


12,097 


6,639 


7,732 


37 


1,614 


70 


1,612 


65 


1.271 


90 


960 


236 


659 


170 


232 



Total 23,671 14.899 38.570 

24,300, or 2.3% of the wage- workers in the State were engaged 
in mining or the extraction of minerals, distributed among the 
following occupations : 

Males Females Total 

Coal mine operators 19.184 3 19,187 

Quarry operators 2,914 ■ 2 2,916 

Oil and gas well operators 938 938 

Foremen and overseers 489 489 

Operators 436 1 437 

Managers 21.5 1 216 

All other mine operators 32 32 

(Operators (gold and silver) 22 22 

Officials 22 22 

Inspectors 15 15 

Iron mine operators 14 14 

I-ead and zinc mine operators 5 ' 5 

Copper mine operators 4 4 

Salt well and works operators 3 3 



Total 24,293 7 24,300 



Report on Vocational Education. 195 

10,368, or 1% of all the workers in the State were engaged in 
public service work, distributed among the following occupations: 

Males Females Total 

Guards, watchmen, and doorkeepers 1,802 6 1,808 

Officials and inspectors 1,093 208 1,301 

Policemen 1,255 1,255 

Other public service laborers 1,043 5 1,048 

Firemen (fire dept.) . 1,039 1,039 

County inspectors and officials 915 59 974 

Soldiers, sailors and marines 967 967 

City officials and inspectors 910 33 943 

Marshals and constables 321 321 

State officials and inspectors 172 20 192 

Sheriffs 187 187 

Detectives 130 130 

Other occupations 72 1 73 

Garbagemen and scavengers 71 71 

Probational and truant officers 39 8 47 

Life savers 9 9 

Lighthouse keepers 3 3 



Total 10,028 340 10,368 

Arranging these state industries according to the relative im- 
portance of the skilled trades which they represent, or according 
to the occupations or lines of work for which vocational training 
may be provided, we have the following for the men workers: 
(1) General Agriculture, with a comparatively few specializing in 
gardening, dairying, stock raising, poultry or fruit growing. (2) 
The buildng and woodworking trade, including carpentry, cabinet 
and furniture making and other building and woodworking trades. 
(3) The metal trades, including machinists and iron and steel 
workers. (4) Commercial pursuits, including the work of sales- 
men, clerks, commercial travelers, retail dealers and professional 
decorators. (5) Railroad, street car and mail service workers, 
(6) Mining, coal and stone. (7) Professional service, embracing 
in order of importance, teachers, physicians, musicians, clergymen, 
lawyers, dentists, editors, and veterinary surgeons. (8) Clerical 
workers, including bill and shipping clerks, bookkeepers, and stenog- 
raphers. (9) Clay, glass, and iron workers. (10) Engineers, 
draughtsmen. (11) Barbers. (12) Professional cooks, chefs, and 
waiters. (13) Telegraphers. (14) Printers. (15) Painters and 
decorators. (16) Laundry workers. 

The wage-earning pursuits followed by the women workers of 
the State, in order of importance, are as follows: (1) Domestic 



196 Department of Public Instruction. 

service, including housekeepers, home-workers, cooks, chamber- 
maids, waiters, and laundry workers. (2) Shop and trade work 
proper, including occupations in the textile, clothing, metal, and 
wood industries, printing, clay and glass work, and the food and 
confectionery industry. (3) Professional service, including teach- 
ers, physicians, musicians, lawyers, trained nurses, artists and 
teachers of art. (4) Clerical work, including the service of 
bill and shipping clerks, bookkeepers and stenographers. (5) 
Commercial pursuits, including saleswomen, retail dealers, etc, 
(6) Agricultural workers, general and special. (7) Telephone 
operators. 

This gives us our problem for providing vocational instruction. 
We must prepare our young people for the kind of work which 
Indiana wants or must have done, namely : for the leading in- 
dustries of the State, keeping in mind the probable future develop- 
ment of these industries and the new occupations or industries that 
will or should be developed in the future. The only occupations 
for which we are at present providing vocational instruction — 
law, medicine, teaching, engineering and the various clerical and 
commercial pursuits, for which our high schools and private busi- 
ness colleges prepare — are those in which the fewest number of 
workers are engaged. 

Another important fact to bear in mind in considering the 
industries of the State for purposes of vocational training is the 
value to the community and State, as a whole, of the products of 
these various occupations or industries. As measured by the value 
of the products produced by these several groups of workers the 
manufacturing and mechanical group clearly comes first, a fact 
which should be taken into account in planning vocational train- 
ing for the State as a whole. The value of our manufactured 
products in 1909 was $579,075,000. The value of agricultural 
products, $339,849,000. It is also true that the manufactured 
products in this State are increasing at a more rapid rate than 
the value of agricultural products. The per cent, of increase in 
value of agricultural products for the decade 1899 to 1909 was 
66.2 per cent., for our manufactured products, 71.8 per cent. The 
farm acreage for this period slightly decreased (1.5 per cent.), 
while the number of manufacturing establishments increased during 
this period 15.2 per cent. 

The following facts are significant in planning vocational train- 
ing for the women of the State : In the year 1909 from 13 to 27 
per cent, of the girls and women in Indiana 14 to 44 years of age 



Report on Vocational Education. 197 

were engaged in some wage-earning pursuit. From 32 to 37 per 
cent, of these wage-barning girls and women (32% of those 21 to 
44 years of age, 37% of those 14 to 15, and 34% of those 16 
to 20) were engaged in personal and domestic service. Most of 
the wage-earning women in Indiana are from 16 to 20 years of 
age, 27 per cent, of all the women of these ages in the State 
being engaged in a wage-earning pursuit. At 21 years of age 
there is a marked falling off, only 17 per cent, of the women in 
Indiana in 1909, 21 to 44 years of age, were engaged in a wage- 
earning pursuit. In the group 45 years of age and over the per- 
centage drops down to 10.4%. 

It is, therefore, probably safe to assume that the 83 to 90 per 
cent, of women in Indiana 21 years of age and over are either di- 
rectly or indirectly engaged in the business of home-making. This 
fact, when taken together with the fact that about one-third of the 
women and girls engaged in a wage-earning occupation in 1909 
were engaged in some form of personal or domestic service, em- 
phasizes the importance of instruction and training in preparation 
for the occupation of home-making and its careful consideration 
in planning vocational instruction for women and girls in this 
State. 

(2) Other Problems to be Solved. But not only must we 
keep in mind the industries of the State in developing vocational 
education for Indiana, we must plan the instruction so that it 
will meet the needs of the various groups of young people to be 
helped or trained. In fact, it is our primal purpose to provide 
efficient training for industrial workers, not to train merely for the 
industries in the State. A complete and efficient scheme for voca- 
tional education in Indiana must, therefore, provide for at least 
the following groups of individuals: 

1. Those who expect to finish high school and a, part 
or all of a college course and who wish to prepare themselves 
for positions of leadership in the so-called higher occupa- 
tions and professions. Our state technical and professional 
schools, already established, are designed to meet the needs 
of this group. The problem here is to make the work more 
efficient and to make it include training for such occupations 
as the skilled scientist and other forms of university work as 
well as for the higher professional pursuits. 

2. We must, in the second place, provide for those who 
can finish a high school course but who can not or do not 



198 Department of Public Instkuction. 

wish to go on to college or to a higher technical school. We 
shall always have a group of students in Indiana who wish 
to continue their general education up to this point and 
who should spend a part or most of this time in preparation 
for their life occupation. The needs of this group emphasize 
the importance of providing vocational instruction in the 
high school, or during the high school period, and will be 
further discussed below. 

3. We must also provide for the vocational needs of 
those who feel that they must begin specifically to prepare 
for a wage-earning occupation at fourteen, sixteen or 
eighteen years of age, after they have finished an elementary 
school course. 

4. There is also a large group of young people in the 
State between fourteen and twenty-five years of age who 
have already gone to work, but who have had little or no 
training for the trade or work in which they are engaged. 
There are two groups of these young people : 

(a) Those who have entered a skilled occupation which 
offers some chance for future advancement in productive 
power and salary. The needs of this group may be 
met by the trade extension work provided for by our 
part-time vocational schools. The needs of the men 
and women engaged in such skilled occupations may 
be met by the evening vocational schools described 
above. 

(b) Some of the young people who have quit the regular 
school to go to work are, however, not engaged in a 
skilled occupation or trade. They are working at 
"blind alley" or "dead end" jobs which offer little or 
no chance for future promotion or advancement. We 
have also those who for some good reason desire to 
change their present occupation. The problem here is 
to help these young people to find a more promising 
occupation and to train them for productive and effi- 
cient work in the skilled occupation selepted. This is 
the problem of the general continuation school for which 
there is no provision at present in our Indiana law. 

All of these groups of students, with their varying needs, must 
be provided for before we can have a complete and efficient scheme 
of vocational education in Indiana. 



Report on Vocational Education. 199 

(3) The Prohlern of the General and Trade Continuation 
School. No problems in the' field of vocational education seem 
quite so perplexing and present so many difficulties as those of 
the part-time or continuation school. How to provide, in a voca- 
tional way, for the young- people fourteen years of age and over 
who have already gone to work with little or no preparation for 
the skilled occupations they have taken up, and how to help those 
who are engaged in occupations which have no future for the 
worker, are the problems. There are two or three possible al- 
ternatives in dealing with these problems: (1) We may develop 
our part-time vocational schools, helping the young people now 
engaged in a skilled occupation to become more proficient in their 
chosen work and provide for the young people now in juvenile 
pursuits, with no promise of future development, in a part-time 
school, which will help them not only to find a more skilled occu- 
pation than their present employment but which will also fit them 
for the permanent occupation selected. (2) Or we may try to im- 
prove our regular school course so as to give these young people, 
before they leave school, the necessary basis for productive work 
and the guidance needed to help them select their life occupation, 
and then train them in special courses or day vocational schools, 
for the work selected. 

Compulsory school attendance without a corresponding modi- 
fication of the present school course and work will not suffice. 
Neither is the part-time vocational school which requires that in- 
struction be supplementary to the day employment a complete 
solution of the problem. The problems, therefore, raised by the 
part-time or continuation school are perhaps the most difficult and 
important we are required to solve. After we have had more 
experience with the practical arts work which we are now develop- 
ing for the pre-vocational period in our regular schools, and when 
we have given the part-time or trade continuation school work 
provided for by our law a fair trial, the solution of these problems 
may not seem so difficult. 

(4) Vocational Education and the High School. How to pro- 
vide vocational instruction for those who wish to finish a high 
school course, but who can not or do not wish to go to college or 
to a higher technical school, is another important question, which 
must be considered at once. Instead of our high schools offering 
general and more or less aimless courses- in commercial, industrial 
and household arts subjects indiscriminately thrown together in a 



200 Department of Public Instruction. 

traditional way, they should offer well-defined courses for groups 
of pupils who seek different vocational careers. Courses should 
be offered which will lead to and prepare for certain defiiiite occu- 
pations or fields of work. The high school in a city should have a 
definite course for proposed industrial workers, an "agricultural 
purpose" course for those who intend to become farmers; a 
"home-makers' purpose" course emphasizing domestic science and 
art, household decoration, sanitation, home management, etc., for 
those who desire to prepare for the business of home-making; a 
"business purpose" course for those intending to take up com- 
mercial pursuits. Certain studies, such as English, history, civics, 
and science might be prescribed for all, the rest of the course being 
made up of studies which would give the related science, technical 
knowledge, and practice or skill required to train efficient workers 
for the particular occupation aimed at in the course. Merely 
giving in the high school a number of industrial, or even vocational 
courses thrown together at random will not prepare the pupil for 
anything. To take shop work without accompanying it with strong 
courses in mechanical drawing, related science and mathematics, 
is overlooking one of the most important educational features of 
the handwork in the secondary school. On the other hand, shop- 
work which merely consists of making a few articles of furniture, 
and which has nothing to do with vocational direction, or with 
other school studies, has not the educational or vocational value 
to which the high school boy is entitled. Such wasteful and aim- 
less procedure should be superseded by well-planned courses 
sharply directed to meet the needs of the particular groups of 
individuals who, after passing through the pre-vocational period 
in the seventh and eighth grades and first years of high school, 
know, or should know, for what occupation or carrer in life they 
wish to prepare. 

All such "vocational purpose" courses, if the work is of high 
school grade, should have recognition through a high school diploma 
the same as a purely academic or college preparatory course. 

(5) Need for Higher Trade or Craftsmanship ScJiools. It is, 
however, very questionable whether such courses in the high school 
and such a reorganization of the high school courses to meet the 
vocational needs of our young people will meet the needs of 
modern industry by way of vocational instruction. The industrial 
revolution has forged far ahead of our social life and of organized 
education. In the older industrial system the traditions of craft- 



Report on Vocational Education. 201 

manship were preserved by masters and handed down from master 
to apprentice and journeyman. But this system, as a teaching 
proposition, has disappeared. 

Help must come, if at all, through the schools whose business 
it is to train and educate all citizens of the State. The trades 
and industries can not and will not take up the task of repair- 
ing this deficiency. When the industries train their workmen, 
chief attention is likely to be given to training for production, 
not for citizenship. This lesson was, quickly learned by Europe, 
who now trains students to be practical craft masters in all the 
art industries. "In the textile industries, as designers, lace- 
makers, costume delineators ; in the graphic arts, as designers, 
decorators, painters, illustrators, engravers, lithographers, etchers, 
color printers, photographers, bookbinders; in the plastic arts, as 
designers, moulders, sculptors, stone carvers, decorators, tile- 
makers, cabinet-makers, woodcarvers; in the earth products in- 
dustries, as designers of patterns, workers in stained glass and 
enamel; in the metal industries, as craftworkers in hammered and 
forged metal, silversmiths, etc. ; in the building and furnishing 
arts, as interior designers and decorators. Infinite variety of call- 
ings, infinite variety of schools and courses, giving new impetus 
and power to industry and life." 

In Indiana there is at present no school which fits on a high 
plane for any of these skilled trades. Can we afford to continue 
to waste and squander the wealth of artistic taste and craftsman- 
ship inherent in our people and instinctive in many of our immi- 
grants? We are at present making mechanically minded men by 
our lack of training and by the highly specialized labor of our 
industries. In developing a scheme for vocational education in 
Indiana we should build not for the immediate present but for 
that future, sure to come in this country, when craftsmanship will 
come in direct competition with the human products of European 
schools. 

No plan for vocational education in Indiana can be complete 
without making provisions for such craftsmanship schools. Their 
establishment and maintenance offer an unusual opportunity for 
some of our wealthy citizens to render a unique and permanent 
service to posterity and the State. 

(6) Training of Teachers for Vocational Schools. As already 
pointed out, the most important single factor in a state-aided voca- 
tional school is the teacher. Special provisions should, therefore, 



202 Department of Publto Instruction. 

l)e made for training teachers for this work. Two types of in- 
stniction must be given in a vocational school, (a) Instruction in 
shop work, drawing, mathematics and other technical subjects in- 
tended to increase the pupils' industrial efficiency, (b) Instruc- 
tion in academic or non-vocational subjects — English, general 
science, civics, etc., planned to promote the worker's general in- 
telligence and to fit him for better citizenship. 

Any efficient scheme for training teachers for vocational schools 
must, therefore, provide (a) shop or trade teachers, who have 
the necessary experience and technical knowledge to make them 
masters of the craft, (b) Teachers of scientific and technical sub- 
jects related to the trade, who have enough knowledge of the craft 
and enough academic training to make their instruction effective. 
(c) Teachers of general or non-vocational subjects, who have the 
necessary academic training and contact with life to make their 
instruction truly helpful. 

The qualifications of a shop teacher should include (a) a thor- 
ough knowledge of his trade; (b) a knowledge of the technical 
methods in use in the trade taught and a command of drawing, 
mathematics, science and art, such as are used in the trade; (c) 
enough general education to make his work effective; (d) enough 
knowledge of the mechanics of teaching to give him familiarity 
with technical methods of school administration and the routine 
of schoolroom work as applied to shop tasks and responsibilities; 
(e) a personality which will not handicap but aid him in his 
teaching work. 

The necessary (jualifications of the non-vocational teacher must 
include an appreciation of the conditions and problems of modern 
industry and enough knowledge of the more common machines 
and processes of the trades taught in the school to enable him : 

(a) to use material drawn from the world of work in teaching 
such subjects as civics, economics, industrial history and English; 

(b) to utilize the affairs of industry and the activities of the 
shop as a means of promoting the pupils' interest and insight into 
the class work; (c) to make practical use of principles taught in 
such subjects as civics and economics, applying them to conditions 
and problems which the pupil, as a wage-earner, must sooner or 
later meet in industry and as a citizen; (d) to understand the 
aims and purposes of the vocational school in its responsibility to 
the pupil and to the industry; (e) to see clearly the relation of 
his own subject to that of his fellow teachers and the place and 



Eeport on Vocational Education. 203 

bearing of his own service to the later service which the school 
undertakes to render to the pupil and to the industry and State. 

It may readily be seen that the problem of training teachers 
for vocational schools presents a new type of teachers' training 
work not yet undertaken in the State, and that an efficient scheme 
of training teachers for vocational schools must provide for all 
three kinds of teachers mentioned above : the shop teacher, the 
teacher of related science and academic subjects, and the teacher 
of non- vocational subjects, English, civics, industrial history and. 
the like. 

Two methods or plans might be used in dealing with this 
teachers' training problem: (1) One or more centers might be 
organized in the State where men who have had trade experience 
could be given in evening or part-time classes, the necessary peda- 
gogic training required to fit them to teach in a vocational school. 
The most promising candidates among the workers in the several 
trades might thus be selected and given the necessary teaching 
equipment while they are still making a living. The advantage of 
this plan lies in the fact that persons with the necessary technical 
knowledge and skill may be selected, who can in the evening or 
part time classes take the instruction without the loss of their 
wages while preparing for the work. The sacrifice of time and 
energy necessary to attend such teachers' training classes con- 
stitutes an effective method of selecting promising men for the 
work. This method also gives immediate relief and would make 
it possible to teach and train enough trade workers to meet our 
present demands. (2) A second plan would be to provide day 
courses designed specifically to fit persons for teaching positions 
in vocational schools. This scheme would make it possible to give 
a more extensive teaching equipment for entrance to vocational 
schools and might provide some or all the other necessary equip- 
ment for the vocational teacher through a practice school and 
such cooperation with the industries as might be required to give 
the necessary shop experience, technical knowledge and trade 
contact. 

This problem of training teachers for vocational instruction 
should be taken up at once. The State has committed itself to 
the policy of developing vocational education for industrial, agri- 
cultural and home workers. This can not be successfully done 
without competent and well-trained teachers. No provision has 
been made in our law either for training teachers for the pre- 



204 Department of Public Instruction. 

vocational or the vocational work. The State Board of Education 
should, therefore, at the earliest possible date, make provisions 
for this teachers' training work. 

(7) Industrial (Did Vocational Surveys. To place vocational 
training on the right basis in this State, the following investiga- 
tions of the occupations and industries of the State should be 
undertaken and the facts made easily accessible to all parties 
concerned : 

1. We should first make a sstudy of the fundamental occupations and 
leading industries of the State to determine the kinds of vocational 

• instruction that should be emphasized and the kind of training that 
is possible and required in the several occupations and trades to be 
taught. This work has already been begun. 

2. We should, in the second place, study the various vocations and in- 
dustries with a view of ascertaining the facts which the young 
people of the State need to make an intelligent choice of their life 
work. This would include: 

(a) Listing the various occupations open to the boys and girls of 
the State, determining : 

(1) The age of possible entrance to each. 

(2) The sex of the employees. 

(3) The minimum training required for successful entrance. 

(4) The opportunity for training and growth within the oc- 
cupation. 

(5) Kind and amount of training which must be gotten out- 
side the vocation, either before or after entrance. 

(6) Special characteristics — physical and mental qualities — 
required for success. 

(b) Ascertaining the special opportunities offered by each occupa- 
tion or profession, determining : 

(1) The maximum and minimum wage paid. 

(2) The demand for workers. 

(3) Length of day and season. 

(4) Opportunities offered for advancement. 

(5) Risk to life, limb or health. 

(0) Social conditions and opportunities afforded, etc. 

3. We should, in the third place, determine the best practical ways of 
discovering the vocational interests of our young people and their 
natural fitness for different occupations or lines of work, so that 
effective educational direction and profitable advice in regard to 
the choice of an occupation may be given. The following tilings 
are possible in this field : 

(a) To keep a continuous record of each pupil's success with dif- 
ferent types of school work, and his dominant interests or 
talents ; i. e., get a vocational index through observation of 
the pupil's special interests, mental and physical condition, 
his experience with different school sub.iects. etc. 



Report on Vocational Education. 205 

(b) To give better opportunities for the development of marked 
talents in important types of social activity, such as music, 
art, in the field of invention, constriictive work in science, and 
practical or academic work. 

(c) To utilize the "pre-vocational" work as a vocational finding or 
"try-out" course. 

(d) To have the psychological experts in our state universities 
try to work out and verify a set of tests that might be used 
by superintendents and principals in detecting the vocational 
aptitude or fitness of their pupils, i. e., help us get a vocation- 
al index through specialized tests. 

. All these investig-ations should be arranged for by the depart- 
ment and state board, either through the cooperation of investi- 
gators at our state universities, or by securing the services of 
scientific experts to make such studies for the department. These 
facts are needed to place the vocational instruction in the State 
on a scientific basis. 

(8) Need for Vocatio7ial and Educational Guidance. Much as 
has been said concerning vocational training, it is not the only 
problem presented by our state-wide program for vocational edu- 
cation. Giving young people direction and guidance in the choice 
of a life occupation is of prime importance and should precede 
any specialized training for a particular occupation or trade. We 
must provide not only vocational training, but secure information 
about the conditions of employment, the wages paid in the several 
occupations or trades, the opportunities they offer for advance- 
ment, the kind and amount of training demanded by- each, the 
special qualities of character required for success in the several 
occupations and professions, and pass this information on to the 
young people in our schools, so they may have the facts required 
to make a wise choice of their life occupation. We need to de- 
termine also ways of successfully testing and trying out the in- 
terests and capacities of the young people in our regular schools, 
so that we may give them wise educational direction and vocational 
counsel. It is impossible to estimate the unhappiness and waste 
of time, talents and potential accomplishments which result from 
our present hit-and-miss method of choosing a life career. 

We should, therefore, ascertan the information concerning the 
various occupations which young people need to enable them to 
make an intelligent choice of their life work, and devise ways and 
means of disseminating this information about the various occupa- 
tions and professions among the young people of the State. We 
need also to give our young people an accurate idea of the kind 



206 Department of Public Instruction. 

and amount of training that is required to succeed in the various 
vocations and to impress upon their minds, during the pre-vocat- 
tional period of training, the great importance of making a wise 
selection of a permanent occupation and the necessity of prepar- 
ing specifically and efficiently for that work. We should also 
revise and emphasize the instiiiction in the practical arts subjects 
now given during the pre-voeational period of training in the 
regular schools, making this work an actual vocational "finding 
and try-out" course for our young people, so that their voca- 
tional aptitudes and interests might, if possible, be discovered 
and their education and training planned accordingly. Some 
school systems might provide the services of a specially trained 
vocational advisor or counselor, who would impart the needed in- 
formation in regard to the various occupations and industries to 
the young people and coordinate all the agencies within and with- 
out the school available for giving help to young people in the 
matter of chosing their life occupation. 

This vocational guidance and try-out work in the prevocational 
period should be followed by sharply directed courses of training, 
designed to fit specifically for the occupation the pupil has decided 
to take up as his life work. 

To solve the problem of vocational guidance, there must be the 
fullest possible cooperation between all agencies which seek to 
conserve the talents and productive capacities of youth — state and 
city bureaus for the placement, promotion and guidance of youn^ 
workers, all child-labor and child-welfare agencies, and the school 
authorities and parents. There should be a wise and sensible but 
united attack by all these agencies on the important problems which 
vocational guidance and vocational training present. 

III. INSTRUCTION IN PRACTICAL ARTS SUBJECTS IN 
THE REGULAR SCHOOLS. 

1. Requirements. 

In addition to providing for the organization and work of spe- 
cial state-aided vocational departments and schools, the law re- 
requires that elementary instruction in Agriculture, "domestic 
science" and Industrial Arts shall be given as a part of the regular 
course of instruction in all the schools of the State. 

"Elementary agricultiu-e shall be taught in the grades in all town and 
township schools. Elementary industrial work shall be taught in the 
grades in all city and town schools, and elementary domestic science shall 



Instruction in Practical Arts. 207 

be taught in all city, towu and township schools. The State Board of 
Education shall outline a course of study for eacli of such grades as they 
may determine, which shall be followed as a minimum requirement. The 
Board shall also outline a course of study in agriculture, domestic science 
and industrial work, which they may require city, town and township 
high schools to offer as regular courses." (Section 5, Indiana Vocational 
Law. ) 

The state board requires that at least two regular recitation 
periods per week in the seventh and eighth grades be devoted to 
the study of agriculture or industrial arts for the boys and "domes- 
tic' science ' ' for the girls, and that township, town and city high 
schools in the State be required to offer at least one years' work 
of five recitation periods per week in "domestic science" for the 
girls and a full years' work in either industrial arts or agriculture 
for the boys. No credit towards graduation is allowed for this 
work unless it be put on the same basis as other high school sub- 
jects and be taken as a full-time subject. 

2. Progress Made with this Practical Arts "Work in the 
Regular Schools. 

(1) Work Accomplished. This foundation work in the prac- 
tical arts subjects was well organized throughout the State during 
the year. There were 114,073 boys and girls, a little more than 
one-fifth of all the pupils attending the public schools of the 
State last year, studying elementary agriculture, domestic science 
or industrial arts, as a part of their regular school course. Eighty- 
eight thousand five hundred forty-five of these pupils were in the 
seventh and eighth grades, 25,528 were in the high school, 39,810 
were studying elementary agriculture, 46,985 domestic science and 
27,278 industrial arts. Thirty-eight thousand two hundred ninety- 
eight of these students were attending ' rural or district schools, 
21,870 were attending township or consolidated schools, 53,905 
were attending city or town schools. 

One hundred ninety-six cities and towns in the State organ- 
ized and carried on instruction in these subjects last year, 84 cities 
taught all three subjects in the seventh and eighth grades, 69 
cities taught all three subjects in the high school, 100 cities taught 
two of the practical arts subjects in the seventh and eighth grades, 
97 cities taught two subjects in the high school. Nine cities, gave 
instruction in only one of these subjects in the seventh and eighth 
grades; 24 gave instruction in only one subject in the high school; 



208 Department of Publtc Instrfctton. 

5 cities did not teach any of the subjects in the grades, and 10 
were unable, for good reasons, to give instruction in any of the 
practical arts subjects in the high school last year. 

Every county in the State made a beginning with the work in 
its rural and village schools. The amount of time devoted to in- 
struction in these subjects ranged from 50 to 80 minutes per week 
in the grades and from 90 to 450 minutes in the high school. 

(2) Preparation of Teachers for the Work. While much of 
the instruction given was of good quality and the results very 
gratifying, a great deal of the work attempted was very crude 
and poorly done, because of a lack of equipment and proper train- 
ing on the part of the teachers. 

Ten thousand nine hundred seventy-nine teachers in the rural 
and village schools of the State actually attempted to give instruc- 
tion in one or more of the practical arts subjects last year. Five 
thousand nine hundred twenty-eight taught agriculture, 4,575 
taught domestic science, 479 industrial arts. Only 14% (1,606) 
of this number had any special training in preparation for teach- 
ing these subjects, 610 of the teachers had studied domestic science 
for from six to eighteen weeks ; 747 had studied agriculture ; 249 
had some preparation for teaching industrial arts. The amount 
of special training possessed by these rural teachers was as fol- 
lows: 501 had studied one or more of the practical arts subjects 
six weeks in summer school ; 582 had studied one or more of these 
subjects twelve weeks; 296 had as much as eighteen weeks of 
training. 

These partially trained teachers were distrilnited throughout 
66 counties. In 24 counties none of the teachers in tlie rural 
schools last year had any special preparation for teaching the new 
subjects which they were required to teach. 

The teachers in consolidated, township and city schools were 
better prepared for the practical arts M^ork to be done. 41% 
of the township high schools in the State had one or more spe- 
cially trained teachers for the practical arts work. 71% of the 
cities had teachers well trained for the practical arts work taught. 

(3) Special Township and District Supervisors. A number 
of plans were devised to try to give the teachers of the State some 
of the help needed to carry on the instruction in these practical 
arts subjects in a satisfactory manner. Teachers were helped in 
the county institutes held during the sununer and in special town- 
ship, district, county and stale meetings. One hundred sixty 



In8trttctt()n in Pkactical Arts. 209 

teachers ' meetings were attended by the State Supervisor of Agri- 
cultural Education, and instruction in the teaching of agriculture 
given. 20,000 teachers vt^ere addressed by the State Industrial 
Deputy, and 45 special conferences held. Special bulletins and 
helps were published by the state department, and teachers' train- 
ing work in the various summer schools arranged for in cooperation 
with the colleges and normal schools. 

One of the most helpful plans of aiding the work was the help 
given by special township and district supervisors. One hundred 
sixteen special township and county supervisors for the practical 
arts subjects were employed throughout the State last year, 34 
for agriculture, 59 for domestic science and 23 for industrial arts. 
Twelve counties had such supervisors for agriculture, 16 counties 
for domestic science and 20 counties for industrial arts. This 
number will be greatly increased this year as the plan proved very 
successful last year. 

In some cases these special teachers merely divided their time 
between two or three schools, giving all the instruction in the 
practical arts subjects taught. In most cases these special super- 
visors, in addition to their regular teaching, traveled from school 
to school giving instruction to teachers in methods of teaching, 
helping them plan their work and to solve the actual problems 
that came up in connection with this school work. In a few cases 
these experts supervised the agricultural and household arts work 
done by the pupils during the summer. They were hired by the 
year and served as a sort of educational extension agent for these 
subjects in their community. 

(4) Special State Agents. For the present year the Agri- 
cultural Extension Department of Purdue University has con- 
tributed the services of three men to assist the state superintendent 
in supervising the agricultural instruction in the regular schools. 
R. J. Leonard, Director of Industrial Education at Indiana Uni- 
versity, is assisting with the work in industrial arts, and each 
state institution — the State Normal, Indiana and Purdue Uni- 
versities have donated to the work the services of an expert in 
domestic science to assist in supervising the work in domestic 
science and giving teachers some of the help they need properly 
to carry on this work. The plan and character of the work of these 
special agents has already been described (see pp. 188-190). 

(5) Apparatus and Equipment. Only one-fifth of the rural 
and village schools of the State had any apparatus for conduct- 



Instruction in Practical Arts. 



211 



ing the practical arts work last year. These schools were all in 43 
counties. Forty-nine counties provided no apparatus for this 
work in their rural schools. The general plan pursued was to 
try to have each teacher and school take up only such projects 
or aspects of the subject as could be done well in that school. Sixty- 
nine per • cent, of the township and consolidated schools of the 
State provided special equipment for the work undertaken last 
year. Fifty-seven per cent, of the city schools were able to pro- 
vide special rooms and equipment for cooking. Sixty-six per cent, 
of the city schools had special rooms and equipment for the sewing ; 




Class in Agriculture, One-Room School, Jackson Township, Hamilton County. 

84% of the city schools had special rooms and equipment for the 
industrial arts work. 



3. General Character of the Work Done. 

It is very difficult to give any adequate idea of the character 
of the work done in different types of schools throughout the 
State. The work ranged from mere text-book work given by 
teachers with little or no special training for the work to instruc- 
tion which involved actual participation in the lines of work studied 
under the careful guidance of expert teachers. The attempt was 
made to make the work practical and real, and to connect it up as 
closely as possible with the problems and work of present day 
workers in these several fields. Great care was taken to secure 
the closest possible cooperation between the school, the home and 



Instruction in Practical Arts. 213 

the farm in all this work and to make the instruction meet the 
needs of the pupils in the school community. Teachers were urged 
not to attempt any instruction or work which they could not pre- 
pare to do well in their school. In domestic science, pupils were 
taught to can and preserve fruit, to sew, mend, and take care of 
their clothing. In agriculture the boys were taught how to select 
and test seeds, how to feed, judge and take care of stock raised in 
their neighborhood. They were taught the important facts about 
soils and other practical aspects of agriculture. In every case the 
school instruction was connected up as closely as possible with 
the pupils' home duties and life, the idea being to supplement b}^ 
school instruction the experiences gained in the home. 

(1) Wo7'k in the District and Rural Schools. In one country 
school the problem of designing and drawing the best plan for 
a seven-room country home was one of the projects taken up, 
including careful arrangement of all rooms, furnishing, decoration, 
etc. The boys made plans for a barn, the cost of each project 
being carefully calculated and mathematically figured out. In 
another country school apparatus was installed to demonstrate 
the principles of cooking. The boys made the cupboards, tables 
and most of the apparatus for the school. The girls canned fruit 
in season and were instructed in the science of cooking. Most 
of the practice work in cooking and serving was done at home. 
Parents were occasionally invited and served a luncheon at the 
school. These are only two examples of many projects, that were 
actually worked out by the cooperation of pupils, teachers and 
parents in the rural schools of the State. Wherever possible, the 
hygienic and artistic sides of the work were emphasized with a 
view of impressing the fact that all useful things might be made 
appropriate and beautiful as well as useful, and that health and 
the conservation of human energy and talents are matters of first 
importance in all occupations and work. 

(2) Character of Work in the Consolidated Schools. Most 
consolidated and township high schools have teachers for the prac- 
tical arts subjects who have been specially trained for the work. 
The teacher of drawing and the teacher of domestic science and 
manual arts cooperate to make their combined instruction practical 
and helpful to the pupils and community. In one township school, 
where there were only ninety pupils, the teacher of drawing and 
design assigned the problem to the girls of the sewing class of 
designing dresses, hats, tailored suits, etc., suitable for different 



214 Department op Pttblic Instruction. 

types of i^eople. Suitable color combinations were thus taught 
in a vital and practical way and the completed drawing, which 
contained suitable color schemes for dress, trimmings, and hat to 
match, served the pupils as a model for their sewing work, the 
dresses and hats being made according to the designs and draw- 
ings made in the drawing class. The same plan was followed in 
teaching house furnishing and decoration. The problems or 
projects were adapted in each case to the home conditions of the 
pupils of the school. A large part of the drawing work of the 
boys in this school consisted in designing furniture and articles 
which the boys later made in the woodworking shop. 

(3) Work in the Cities. In the cities the industrial and house- 
hold arts work has been emphasized. It is impossible to give in 
brief space any adequate idea of the work actually done. There 
is, first, the hand or practical arts work in the elementary grades, 
beginning in the kindergarten and extending up to where the 
sewing and cooking work for the girls and the woodwork for the 
boys begins. This work is not included or dealt with at all in 
this report. 

The industrial and household arts work, beginning normally 
when the pupil is about twelve years of age, includes a variety 
of lines of work for both the boys and girls. One of the chief 
objects of this work is to acquaint the young people, through 
actual participation and first-hand knowledge, with the more im- 
portant present day occupations of society. Every attempt is 
made to give the young people a practical knowledge of the more 
basic and fundamental occupations followed by society to make a 
living. For the boys there is provided instruction in woodwork- 
ing, carpentry, woodturning, pattern making, machine shop work, 
electricity, sheet metal work, cement construction, etc. These lines 
of work are brought into the school and actually participated in 
by the boys on the most practical basis possible. Other occupa- 
tions not represented in the school community and which can not 
be participated in are studied through the use of books, moving 
pictures, etc. As far as possible the industries of the school com- 
munity are studied by direct observation. This being the voca- 
tional finding and try-out period for the boys in our regular 
school, the chief aim of this work is not primarily to fit for some 
specific occupation, but to give such knowledge of these more 
important industries as is necessary for intelligent citizenship and 
as will enable the pupil more wisely to select an occupation which 



Instruction in Practical Arts. 215 

he should take up as his life work and for which he should spe- 
cifically prepare as soon as a definite decision is made. 

In the practical arts work for the girls, various branches of 
the household arts were emphasized and taught in such a way 
that the instruction given could be readily applied in the solu- 
tion of the home problems which practically all of the girls in 
Indiana will be called upon to solve. Teachers are requested to 
instruct in a way that theory and practice will go hand in hand. 
They are urged to bring all the knowledge and science at their 
command to bear on the problems which the young people of the 
school community will later be called upon to solve in their homes. 

(4) Home and School Garden Work. Boys and girls in a 
numbeir of cities are doing school and home garden work under 
expert supervision and, in most cases, along the lines of the 
instruction in agriculture and gardening, given in their school 
course. This work was carefully supervised and, whenever pos- 
sible, records kept of the pupils' work with a view of teaching 
correct methods of procedure and with the hope of being able to 
determine whether the average city boy could not earn as much 
money by practical gardening during his summer vacation as he 
could earn by working in some store or shop. A few cities have 
added an instructor in agriculture to their regular teaching corps, 
who teaches horticulture, gardening, the care af lawns, shrubs 
and trees during the school term, and who, during the summer, 
conducts and supervises the work in school and home gardening. 
Such a teacher serves as a sort of agricultural agent for the city 
and cooperates with the city officials and citizens in all movements 
that seek to improve or beautify the city parks and home premises. 
This is a phase of the practical arts work that gives much promise 
for the future. 

(5) Special Evening and Social Center Work. A number of 
cities carry on general evening school work designed to improve 
the general education of those attending, or to help them find 
a better and more remunerative occupation. Another type of 
work done in the schools of the State, and which bears more or 
less directly on the practical arts work, was the social center work 
carried on by a number of teachers and superintendents in dif- 
ferent parts of the State. The following examples will indicate 
the character of this work : 

In Randolph County the county superintendent of schools and 
county agent of agriculture arranged monthly meetings for each 



216 Department op Public Instruction. 

township. At these meetings topics of general interest to the com- 
munity were discussed. Occasionally a literary program was ar- 
ranged. For other meetings a special program on certain agri- 
cultural and rural life problems of interest or value to the com- 
munity were discussed by experts called in to discuss these prob- 
lems with the citizens. 

In Hammond the following plan for social and practical work 
was carried out by the principal and teachers in one of the ward 
schools: Former pupils now at work and the young people of 
the neighborhood, together with the patrons of the school, met 
on twenty-two nights during the school year for a general social 
evening and for special instruction. The recreation work consisted 
of physical exercises in the gymnasium, folk dancing, music and 
chorus work. Special boys' and girls' clubs were organized. A 
Lincoln and Progressive Club for the boys in charge of a specially 
trained women, specially interested in boys and social welfare 
work. A regular campfire club for the working girls, and an 
amusement, literary and charity club were organized. The 
boys' Progressive Club took up the problem of building a swimming 
pool for the school and gave two plays to raise money for the 
work. Special vocational instruction was given to members of 
certain groups. One group of fifteen girls took work in home 
millinery all year. A competent woman from the city shop was 
employed to give a course in millinery and dressmaking to the 
girls. There were 450 members enrolled for this work in this one 
school and the average attendance for the twenty-two nights was 
150. Several thousand people in different parts of the State have 
been helped by this type of work during the year. 

4. Importance and Aim of the Practical Arts Work. 

The importance of this basic work in the practical arts sub- 
jects can not be over-emphasized. The chief aim of the instruc- 
tion is not to prepare pupils for some particular occupation or 
trade, as in the courses given in a vocational department or school, 
but to give by actual participation and experience with the work 
in these several fields a better appreciation for these fundamental 
occupations and enough real instruction and experience with sev- 
eral kinds of occupational activity to enable the pupils to try 
themselves out, as it were, in several kinds of work, so that they 
may more wisely choose a life occupation for which specifically 
to prepare later on. The instruction given in any of these sub- 
jects is made as real and efficient as possible so that nothing will 
have to be unlearned in case the pupil later takes up one of these 



Work op County Agents op Agrictjlture. 217 

lines of work as a permanent occupation. It is believed that 
through the industrial intelligence and appreciation developed and 
because of the vocational guidance feature of the work, this instruc- 
tion in the practical arts subjects during the pre-voeational period 
will give the best possible basis for the special vocational in- 
struction which is to come later on when the chief purpose of 
the course and student is to fit for a definite occupation or trade. 

IV. WORK OF COUNTY AGENTS OF AGRICULTURE.^ 

1. Trade Extension Work for Farmers. 

Section 12 of the Vocational Education Law, approved Febru- 
ary 22, 1913, provides for the appointment of county agricultural 
agents through Purdue University. Thirty counties applied for 
agents under the provisions of this law. Twenty-seven agents 
were appointed. Appointments for the remaining three counties 
will be made as soon as suitable men can be found. 

County Agents, 1913-1914. 

County. Agent. Date of Appointment. 

Benton . . . ." J. W. McFarland July 1, 1913 

Jasper O. G. Barrett July 1, 1913 

Grant Otic Crane July 1, 1913 

Wayne Alex Cobb July 1, 1913 

Boone R. W. Imel July 1, 1913 

Starke H. R. Smalley July 1, 1913 

Parke H. J. Reed July 1, 1913 

St. Joseph J. S. Border July 1, 1913 

Porter R. L,. Nye August 1, 1913 

Elkhart C. L. Coffeen August 1, 1913 

Decatur W. E. McCoy August 1, 1913 

Lawrence C. L, Jones August 1, 1913 

Henry E. C. Richey September 1, 1913 

Gibson R. R. Marshall September 1, 1913 

Clarke A. J. Hutehins September 1, 1913 

Clinton W. W. Sylvester September 1, 1913 

Sullivan .A.. W. Hayes September 1, 1913 

Laporte L. B. Clore September 1, 1913 

Madison W. R. Butler October 1, 1913 

Pulaski W. y. Kell November 1, 1913 

Marion H. J. Stevens November 1, 1913 

Hendricks A.. W. Orr January 1, 1914 

Randolph C. A. Mahan January 1, 1914 

Montgomery R. A. Chitty January 1, 1914 

Lake S. J. Craig February 1, 1914 

Bartholomew L B. Johnson February 1, 1914 

Delaware J- F. Treasure June 1, 1914 



Report prepared by G. I. Christie, Director Agricultural Extension, Purdue University. 



218 Department of Public Instruction. 

For these county positions it lias been the aim of the depart- 
ment to ai)point men who have had training in an agricultural 
college, practical farm management experience and some experi- 
ence in extension work. To secure men with training, as outlined, 
together with a strong and pleasing personality, tact and other 
qualities which make for leadership is not an easy task. How 
ever, by reaching out into neighboring States we have been able 
to locate a body of men who we believe are meeting with the 
expectations of the people and carrying on a work which will mean 
much for agricultural and country life in the several counties. 

During the year the Extension Department of Purdue Uni- 
versity has given close supervision to the county work and has 
cooperated in an active way with all of the agents. Workers have 
been sent out to the various counties at the expense of the depart- 
ment to give lectures, conduct demonstrations, assist in organiza- 
tion, to advise on individual problems, and in many other ways give 
helpful assistance. 

The time of the county agents has been occupied in making 
farm visits, holding meetings, conducting demonstrations, organ- 
izing and conducting boys' and girls' clubs and contests and in 
assisting the teachers with the agricultural work in the schools 
and in other ways assisting in the betterment of the agricultural 
and home conditions. 

Of the work with the farmer, that which presents itself first 
is the consideration of a single question of the individual. This 
line of work is to be encouraged, as it enables the new county 
agent to extend his acquaintance and to come in closer contact 
with the people than would otherwise be possible. However, owing 
to the possibility of reaching so many more people, the township 
or community center club is an agency whose value can not be 
overlooked. The well planned farmers' club soon becomes a self- 
supporting organization. Every community has n-en or women 
who are doing some part of the farm or home work in a better 
way than the average man or woman. Through the stimulus of 
the club discussion, these better methods are brought to the atten- 
tion of the membership and thus become a part of the common 
knowledge and practice of the neighborhood. Through such a 
club the efficiency of the county agent is increased many fold. 
The work of organization incident to a meeting or series of meet- 
ings is reduced to a minimum. More people are actively engaged 
and are therefore interested in the success of the project. In 



Work op County Agents of Agriculture. 219 

almost every township in the counties having county agents there 
is now some form of farmers' club. In many instances it is the 
regular Farmers' Institute Association, in others the Grange, or 
the Gleaners, or a division of a County Betterment Farming Asso- 
ciation. Through the less busy seasons, regular monthly or semi- 
monthy meetings are held at which seasonal topics of general 
niterest are discussed. 

The experiment of using these cubs and sending a man to 
assist the county agent in a series of eight or ten meetings in a 
special seasonal campaign was tried out in Laporte and Wayne 
counties on ' ' Wheat Production ' '. 

Summary of Wheat Campaign. 

County — No. Meetings. Attendance. 

Laporte 9 837 

Wayne ' S 190 

Total 17 1,027 

Average per meeting, 60. 

These meetings were so well attended and, in the language of 
one of the reports, ' ' reached the people who will get the most good 
out of it" that it was decided to enlarge this type .of work. 

During the last week of September and the first week of October 
fifteen county agents arranged a series of eight to twelve "Seed 
Corn Selection" meetings. The Agricultural Extension Depart- 
ment cooperated by sending an assistant with all expenses paid to 
aid in the discussion. 

Summary of Seed Corn Campaigns. 

County — No. Meetings. Attendancp. 

Benton 12 732 

Boone S 200 

Clark 8 ■ 504 

Decatin- 14 208 

Elkhart 7 175 

Gibson 10 1,428 

Henry 12 1,050 

Jasper 7 198 

Laporte 8 ' 344 

Lawrence 8 294 

Parke 10 314 

In all 128 meetings were held at which the total attendance 
was 5,829, or an average per meeting of 42.23. In each case the 
county agents arranged the meetings on the farms of successful 



220 Department of Public Instruction. 

corn growers. The meetings were held in the cornfield, where 
type of ear, stalk from which it came, time and methods of selecting 
and storing were thoroughly discussed. 

During the winter the Animal Husbandry Division held a series 
of meetings in Parke and Laporte counties in which the value of the 
draft horse was discussed. Fourteen meetings were held with a 
total attendance of 1,169, an average of 83. 

During February and the first half of March the Botanical 
Division assisted the county agents in the "oats producing" coun- 
ties with a series of meetings at which the "Prevention of Oat 
Smut and Potato Scab" was discussed. 

Summary of Oat Smut and Potato Scab Campaign. 

County — No. Meetings. Attendance. 

Benton 3 134 

Clinton 5 451 

Elkhart 3 258 

Grant 4 488 

Jasper 2 98 

Lake 5 179 

Laporte 5 285 

Madison 5 187 

Montgomery 4 276 

Porter . 5 189 

Pulaski '. . 5 205 

Randolph ' 4 418 

Twelve counties were reached with a total of fifty meetings 
at which the attendance was 3,168. In these meetings the oat smut 
and potato scab were thoroughly discussed and demonstrations of 
the formalin treatment as a preventative were given. 

Beginning March 9th and continuing until May 26th the Horti- 
cultural Division assisted the county agents in twenty-seven coun- 
ties in a study of horticultural conditions and a demonstration of 
best methods of orchard management, including a pruning and 
spraying demonstration. 

Summary of Orchard Management Campaign. 

County — No. Meetings. Attendance. 

Bartholomew 2 170 

Benton 2 122 

Boone 2 107 

Clark 3 203 

Clinton *. 2 160 

Decatur 4 130 

Delaware 1 12 

Elkhart 3 39 



Work op County Agents of Agriculture. 221 

County — No. Meetings. Attendance. 

Gibson 2 132 

Grant 1 55 

Hendricks 2 16 

Henry 2 53 

Lake 1 14 

Laporte > 1 110 

Lawrence 3 135 

Madison 2 110 

Marion 1 15 

Montgomery 2 232 

Parke 1 12 

Pulaski 1 52 

Randolph 2 130 

St. Joseph 2 153 

Sullivan 3 290 

Washington Township 1 50 

Forty-eight meetings were held in the orchards, with a total 
attendance of 2,489, an average of 52 per meeting. During this 
trip 157 farms were visited and 1,469 miles were traveled by auto- 
mobile within the counties. 

Beginning March 17th and continuing till May 9th the Veter- 
inary Division joined the Animal Husbandry Division, assisting 
the county agents in seventeen of the hog producing counties with 
a campaign in pork production. The meetings were held on hog 
breeders' farms. 

The principal topics discussed were the ' ' Feeding and Sanitary 
Management of the Brood Sow and Her Litter", and the ''Serum 
Treatment for Cholera". 

Summary of Pork Production Campaign. 

County — No. Meetings. Attendance. 

Bartholomew 3 227 

Clinton 3 92 

Decatur 4 175 

Elkhart 3 135 

Gibson 2 57 

Grant 2 104 

Hendricks 3 190 

Henry 2 42 

Madison 4 199 

Pulaski 3 139 

Starke 3 80 

St. Joseph 2 84 

Sullivan 3 133 

Wayne 1 11 



222 Department of Public Instruction. 

Tliii'ty-eig'ht meetings were held, at which the attendance was 
1,568. an average of 41. 

During the early spring the Botanical Division held a few 
meetings in the southern part of the State in which the eradica- 
tion of wild onion and garlic by means of spraying the plants with 
orchard heating oil was explained. 

Meetings were held as follows : 

County — No. Meetiugy. Attendance. 

Clark 2 40 

Gibson 1 102 

Sullivan 1 9 

Total 4 151 

Several demonstrations on areas ranging from a small i)lot to 
several acres were treated according to directions and while no 
detailed report has been made at this time, those in charge feel 
that the work was most effective. 

The discovery of this remedy and a demonstration of its effect- 
iveness will be worth much to the farmers of the section infested 
with these troublesome pests. 

In the latter part of May, 1913, Montgomery and St. Joseph 
counties each conducted a two days' alfalfa campaign which re- 
sulted in such great interest being awakened to the value of this 
crop and methods to be pursued in securing a stand that it was 
decided to conduct similar tours this year. 

Arrangements were made with twenty county agents to assist 
them in the work. A man from the Crops and Soils Division and 
one from the Animal Husbandry Division were detailed to help 
in the work, the one to talk on "Growing Alfalfa" and the other 
on the "Utilization of the Crop." 

The plan was to arrange an automobile tour to visit six or 
eight fields each day and study the conditions under which each 
farmer was growing alfalfa. A general discussion of the fields 
visited was held at the noon hour. Usually an evening meeting 
was held in the county seat. 

Summary of Alfalfa Campaign. 

County — No. Meetings. Attendance. 

Bartholomew 3 280 

Benton 8 182 

Boone 18 710 

Clark 9 90 

Clinton 3 8,350 



Work of County Agents of Agriculture. 223 

County — No. Meetings. Attendance. 

Decatur 1 28 

Elkhart 2 10 

Gibson 5 292 

Grant 5 343 

Hendricks 3 247 

Henry 12 251 

Lawrence 4 329 

Madison 5 225 

Montgomery 4 220 

Parke 9 314 

Porter 3 115 

Pulaski 7 195 

Randolph 8 367 

Sullivan 3 145 

Wayne 3 248 

A total of 613 automobiles participated in the tour, carrying 
3.184 people. Two hundred eighty-seven farms were visited, in- 
specting 2,080 acres of alfalfa; 114 meetings were held with a 
total attendance of 12,951. A grand total of 16,135 people were 
reached. 

Summary of Special Project Meetings. 

No. No. Total . Average 

Project — Counties. Meetings. Attendance. Attendance. 

Wheat production 2 17 1,027 60 

Seed corn selection 15 138 5,829 42 

Draft horses 2 14 1,169 83 

Oat smut, potato scab 12 50 3,168 63 

Horticultural demonstration . . 26 48 2,489 52 

Pork production 17 38 1,568 41 

Alfalfa campaign 20 114 12,951 113 

Total 94 419 28,161 67 

In addition to the above special projects, the county agents, 
through the medium of township or community farmers' clubs and 
schools, held 3,336 meetings with a total attendance of 305,022, 
at which seasonal topics were discussed. Probably more time was 
devoted to the soil and problems relating to the maintenance of 
its fertility than to all other problems combined. Keen interest 
was manifested in this subject, particularly the relation of lime 
pnd legumes, as clover, soybeans, cowpeas, etc. 

2. School Work. 

The county agents have rendered valuable service to county 
superintendents and teachers by assisting with the school and 



224 Depaetment of Public Instruction. 

clnb work. The agents have prepared special outlines for work 
in agriculture and have issued bulletins on helps for teachers. As 
many as nineteen bulletins on school agriculture and club work 
were issued by county agents prior to June 30, 1914. During the 
year the county agents visited 935 schools and gave instruction 
to the teachers relative to the work in agriculture. In some cases 
they directed the field and laboratory exercises, and during the 
summer supervised the club projects. One hundred thirty-four 
township and county institutes were attended by county agents 
and instruction in agricultural woi'k given. Twenty-five thousand 
boys and girls enrolled for club work during the summer of 1914. 
This large enrollment was made possible by the well directed 
efforts of the county agents during the spring and early summer. 

The county agents were also instrumental in securing, for fifty- 
seven schools and community meetings, speakers who were special- 
ists in the phase of agricultural work which they discussed. The 
value of these meetings in respect to creating opinion favorable to 
the school work in agriculture is beyond calculation. 

The outlook for assistance from the county agents in the agri- 
cultural and club work for the year 1914-15 is exceedingly bright. 

3. Individual Instruction. 

A summary of the year's activities shows a total of 2,778 
meetings at which the attendance was 333,651. Eighteen thou- 
sand nine hundred eighty-five people called at the county agents' 
offices with a special problem and 8,662 farms were visited upon 
the invitation of the owner or tenant. All of this work necessitated 
the traveling of 122,290 miles within the various counties. 

The above represents 259 months of service, as the force of 
ten men on duty July, 1913, was increased month by month through 
the year until at the close, twenty-seven county agents and one 
township agent were at work. 

V. AGRICULTURAL EDUCATION AND CLUB WORK.^ 

The work of the boys' and girls' clubs is very closely related 
to the school work in agriculture and domestic science. Our aim 
has been to organize and promote the club projects on a basis that 
. would insure the strengthening of the relationship between the 
home and the school. Club organizers and leaders have been 
urged to encourage the boys and girls to make practical use of 



' Report prepared by Z. M. Smith, State Supervisor of Agricultural Education and Director of 
club work. 



226 Depaktmi^nt oi^ Public Instruction. 

the information obtained from school work in such projects as 
growing corn, potatoes, vegetables (growing and canning), poultry 
raising, pig feeding, baking and sewing. 

For example, the boys and girls })ring to school samples of 
soil taken from the home garden or from the fields which are to 
be planted in corn. The samples are studied in the laboratory 
for the purpose of determing whether or not the soils are adapted 
to the crop to be grown. In the study of these soils attention is 
given to types, temperature, moisture, capillary water, soil and 
sulisoil, physical effect of lime, effect of mulches, aeration, effect 
of working soils when too wet, drainage, physical effect of organic 
matter, soil acidity, etc. The work is not limited to the school- 
room but is extended to the home garden and the fields. The 
children keep a record of the time spent in producing and harvest- 
ing their crops and their reports, which are made after schools 
begin in the fall, show the amount of net profit or loss. 

We emphasize the importance of having an adult, preferably 
Ihe father or mother, cooperate with each boy and girl who com- 
pletes the year's work in school by carrying out at home one or 
more of these practical projects. Close cooperation between the 
home and the school is necessary to successful club and school 
work. 

1. Organization and Supervision. 

In order that there may be the element of permanency to the 
club work, it must be linked with the school and the home as indi- 
cated in the foregoing paragraphs, and it must be organized and 
conducted under the supervision of the school officials and teachers. 
The county superintendent of schools is recognized as the leader 
of the work in his county. In the first place, he is expected to 
instruct his teachers to have the boys and girls work with con- 
crete material or on a practical basis both in the school and at 
home. In the next place, he is to emphasize the importance of 
having the children complete a project like growing and harvest- 
ing a crop, or producing finished products in baking and sewing. 
He secures through the teachers the names of the boys and girls 
who agree to do project work at home during the summer. He 
supervises the collecting of the reports on the work which the 
children make to teachers, and certifies as to the correctness of the 
records shown in the report. 

In order that the school and club activities may be conducted 
properly, thorough organization is necessary. For this reason 



Boys' and Girls' Club Work. 227 

township trustees have been asked to cooperate with the county 
superintendent in making plans for the agricultural and domestic 
science work. They have been called upon to aid in the super- 
vision of the school and home projects. Progressive farmers and 
their wives have been requested to assist the school officials in 
organizing and conducting the work done by the children. With- 
out close supervision it is impossible to secure satisfactory results,, 
and to have close cooperation requires an adult cooperate r. 

2. County Agents. 

The county agents have proved to be a valuable assistant to 
the county superintendent in the school and club work. Many 
of the superintendents have depended upon the county agricultural 
agent to give to the teachers, instructions relative to agriculture 
and domestic science. The agents have visited schools and teach- 
ers' institutes and have given directions for the classes in agri- 
culture and domestic science. They have prepared copy for leaf- 
lets, circulars and bulletins and have assisted in distributing these 
printed helps. They have held public meetings and discussed the 
school and club work, and have assisted the county superintendents 
in securing, through the teachers, the enrollment for the club 
projects. Plans for local contests have been made by county agents 
and they have secured premiums to be awarded to the contestants. 

3. Publications. 

Plans for club work are furnished to county superintendents 
and their assistants through the Extension Department cooperating 
with the Bureau of Plant Industry of the United States Depart- 
ment of Agriculture. Publications dealing with corn, potato and 
tomato growing, poultry raising and pig feeding, bread baking, 
sewing, vegetable and fruit canning, have been supplied to lead- 
ers and club members. 

Courses of study in agriculture and domestic science and helps 
for teachers in these subjects have been furnished to teachers and 
superintendents through the State Department of Public Instruc- 
tion and the Purdue Agricultural Extension Department. 

The children of the State are fortunate in that the State Depart- 
ment of Public Instruction, the State Agricultural College and 
the United States Department of Agriculture are cooperating in 
the great work of giving assistance to teachers in planning and 



228 Department of Public Instruction. 

conducting the school and home project activities in agriculture 
and domestic science. 

4. Lines op Home Project Work. 

During the last year the lines of home project work that have 
been emphasized are corn growing, potato growing, poultry rais- 
ing, and gardening and canning. A few other lines have been 
taken up in the communities in which those emphasized were not' 
best suited. More than 25,000 boys and girls enrolled for the work 
in one or another of the various projects. We have attempted to 
limit the kinds of projects to three or four main lines, because 
we believe that better results will be obtained by concentrating 
our energies on a few things than would be obtained by taking 
up many different kinds of projects. 

5. Extent op the Work. 

The school and club work has not been limited to a part of 
the State. Every county in the State has been visited by repre- 
sentatives of the State Department of Public Instruction and the 
Purdue Agricultural Extension Department. Work in agriculture 
and domestic science is being carried on in the schools of every 
county in Indiana and some kind of club or contest work has been 
done in every county. We find that club work is more thoroughly 
organized and enthusiastically supported in those counties in which 
the school agriculture and domestic science are placed on a prac- 
tical working basis. Progressive superintendents and teachers rec- 
ognize the importance of the club work as a means of accomplish- 
ing practical results from the agriculture and domestic science in 
the schools. They believe in having children do things instead of 
having them simply read about doing them. The extent of the 
club projects and of the practical school experience on the home 
farm is determined by the attitude of superintendents and teachers 
toward the work. 

6. Prizes and Awards. 

We find that many superintendents and teachers believe that 
j:)ractical agriculture through boys' and girls' clubs necessitates 
giving premiums for good records. Our policy has been to en- 
courage the boys and girls to do the work for the benefit they 
will derive from it. If premiums are given at all, they should 
not be great in financial value, and should be educational in their 



Boys' and Girls' Club Work. 229 

(''haracter. Every boy and girl who completes a project should 
be given a premium, if prizes are given. It is not advisable to 
give prizes to the winners of first, second and third places and 
fail to recognize the efforts of many others who did equally as 
well in giving time, energy and thought to the work. Many 
counties have given as first premium to a boy and girl in each 
township a trip to the Purdue Farmers ' Short Course. The giving 
of this kind of a prize is encouraged, but even this kind of an 
award is not advisable unless it be given for work done on an 
educational and practical basis. 

In order to encourage the boys and girls to complete a project 
under the direction and supervision of the county superintendent 
and his teachers, provision was made last year for a state contest 
for the township winners in the corn growing work. Each con- 
testant received as a reward for his efforts a corn club watch fob 
and five boys representing different sections of the State were 
given a free trip to Washington, D. C. 

7. State Supervision. 

The state agent in charge of school and club work spent 191 
days from July 1, 1913, to June 30, 1914, in visitng schools to 
discuss plans for school and club work, in attending teachers' 
meetings, rural life conferences, etc. During these 191 days the 
State agent traveled 20,727 miles. By means of the personal work 
of the state agent, assisted by the county agents and special repre- 
sentatives of the Purdue Agricultural Extension Department, more 
than 1,100 schools were visited, over 20,000 children and adults 
heard addresses that dealt directly with school and club work, 160 
teachers' institutes were visited and instruction in agriculture and 
club work was given to the teachers in attendance, and over 25,000 
children were enrolled for home project work. 

8. Plans for Next Year. 

Through the cooperative efforts of the State Department of 
Public Instruction, the Purdue Agricultural Extension Depart- 
ment, and the Bureau of Plant Industry of the United States 
Department of Agriculture, extensive plans for the year have been 
inaugurated. Every county superintendent in the State except 
one was visited during July and August and plans for the club 
work and school work in agriculture were formulated and dis- 
cussed. Special bulletins and helps for teachers have been issued. 



230 



Department of Pitbltc Instruction. 



Other printed helps will be supplied from time to time, and per- 
sonal visitations to schools and attendaiice upon teachers' institutes 
will be made during the year. 

The school and club work in Indiana is organized and conducted 
on a basis that insures full cooperation of all educational agencies 
in giving assistance to the school and the home in their splendid 
efforts to develop boys and girls into useful, happy and noble men 
nnd women. 



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